Study on Teacher Views in Relation to Argumentation and Mathematical Proof in School

In this article, we report the second phase of an ongoing research within the academic master's PEMat-IM/UFRJ*. Nine teachers from public and private primary schools in Rio de Janeiro gave their assessments with respect to mathematical proof and analyzed students’ responses to two questions focusing on argumentation and proof of mathematical results. The research methodology undertaken was qualitative, accomplished through the application of forms and further analysis. This initial survey, used as a pilot for the research, indicates the teachers’ preference for arguments approaching the academic model of mathematical proof, considering a more technical contact with this subject and the little experience of this content in the classroom. To answer the research questions, we will increase the sample forms and conduct interviews with some of the participants.

Argumentation; Mathematical Proof; Teaching-Learning of Mathematical Proof; Teachers’ Knowledge on Mathematical Proof