Journal article
Proof and proving in school and mathematics education research: a systematic review
- Abstract:
- This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.’s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors’ work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students’ engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards ‘breaking ground’ through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on ‘building ground’ through elaborating or employing existing methodological and/or theoretical approaches.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 658.3KB, Terms of use)
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- Publisher copy:
- 10.1007/s11858-023-01518-y
Authors
- Publisher:
- Springer Nature
- Journal:
- ZDM - Mathematics Education More from this journal
- Volume:
- 56
- Issue:
- 1
- Pages:
- 47–59
- Publication date:
- 2023-08-30
- Acceptance date:
- 2023-08-10
- DOI:
- EISSN:
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1863-9704
- ISSN:
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1863-9690
- Language:
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English
- Keywords:
- Pubs id:
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1506438
- Local pid:
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pubs:1506438
- Deposit date:
-
2023-08-10
Terms of use
- Copyright holder:
- Stylianides et al
- Copyright date:
- 2023
- Rights statement:
- © 2023, The Author(s). This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Licence:
- CC Attribution (CC BY)
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