Department of Mathematics
An Investigation of Prospective Secondary
Mathematics Teacher's Conceptions of Proof and Refutations
Kate Riley
Montana State University
A quantitative, descriptive research study was conducted to investigate prospective secondary mathematics teachers' conceptions of proof and refutations as they were near completion of their preparation program. To research the primary question of the study, the researcher addressed two components of participants' conceptions of proof: 1) understanding of the logical underpinnings of proof, and 2) ability to complete mathematical proofs. Both components focused on direct proof, indirect proof, and refutations. These components are common proof themes emphasized by the MAA (1998) and the NCTM Standards 2000.
All interested persons are welcome.