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Hanna, Gila

doi:10.1023/a:1012737223465

Cited by 277 publications

(46 citation statements)

References 15 publications

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“…This paper suggests that technology be introduced at the heart of the mathematical curriculum. The four papers addressing proof were: Borwein (2005), Hanna and Barbeau (2008), de Villiers (2008), andHanna (2000).…”

Section: The Role Of Proofmentioning

confidence: 99%

Enhancing Assessment in Teacher Education Courses

Roscoe

2013

cjsotl-rcacea

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Several faculty members including the author were involved in exploring the implementation and effectiveness of research-based assessment strategies in their undergraduate teacher education courses at a Canadian university. The paper describes the process and the results of their ongoing improvement efforts and implications for teacher education and higher education in general. After attending several assessment workshops lead by the author, 12 faculty members implemented new assessment strategies in their own courses to enhance student learning. As the 12 faculty members reflected on their efforts to enhance assessment, a number of themes emerged. These included assessment as authentic performance, establishing clear learning targets, collaboration and community, and integrated assessment and instruction. Our results support the claim that current ideas about K-12 assessment are applicable to post-secondary education and can improve student learning outcomes. Developing balanced and integrated assessment systems is perhaps the most significant innovation we engaged in and we conclude that it has the potential to fundamentally change what occurs in university classrooms. Plusieurs professeurs, y compris l’auteur, ont exploré la mise en oeuvre et l’efficacité de stratégies d’évaluation basées sur la recherche dans le cadre de leurs cours de formation pour les enseignants. L’article décrit le processus et les résultats de leurs efforts pour améliorer la formation des enseignants et plus généralement l’enseignement, ainsi que les implications de cette approche. Après avoir participé à plusieurs ateliers sur l’évaluation dirigés par l’auteur, 12 professeurs ont mis en oeuvre de nouvelles stratégies d’évaluation dans leurs propres cours pour améliorer l’apprentissage des étudiants. Quand les 12 professeurs ont réfléchi sur leurs efforts pour améliorer l’évaluation, un certain nombre de thèmes sont apparus, entre autres : l’évaluation en tant que performance authentique, l’établissement d’objectifs d’apprentissage clairs, la collaboration et la communauté, l’intégration de l’évaluation et de l’instruction. Nos résultats étayent l’affirmation selon laquelle les théories actuelles sur l’évaluation dans les écoles (K-12) sont applicables en enseignement post-secondaire et peuvent améliorer l’apprentissage des étudiants. Le développement de systèmes d’évaluation équilibrés et intégrés est peut-être l’innovation la plus importante dans laquelle nous nous engageons et nous en concluons que cette pratique a le potentiel de changer radicalement ce qui se passe dans les salles de classe des universités.

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Section: The Role Of Proofmentioning

confidence: 99%

Enhancing Assessment in Teacher Education Courses

Roscoe

2013

cjsotl-rcacea

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“…Yet many math teachers think of proof as a specific skill independent from content, with little relation to "every-day" mathematics instruction (Hanna, 2000;Knuth, 2002b;Wu, 1996). Over the past several decades math education researchers and policy makers have argued for greater integration of proof and justification into mathematics instruction.…”

Section: Motivationmentioning

confidence: 99%

“…Hanna, 2000;Herbst, Miyakawa & Chazan, 2012;Knuth, 2002aKnuth, & 2002b. De Villiers' five roles of proof for mathematics consist of (1) proof as a means of verification, (2) proof as a means of explanation, (3) proof as a means of systemization, (4) proof as a means of discovery, and (5) proof as a means of communication.…”

Section: Purposes Of Justificationmentioning

confidence: 99%

“…A number of researchers have expanded the roles of proof on theoretical grounds to include purposes specific to the classroom community. These additional roles include: exploration and incorporation of ideas into new frameworks (Hanna, 2000), development of conviction for oneself or others Hersh, 1993), demonstrating a mathematical technique (Herbst et. al, 2010), construction of empirical theory, and incorporation of known facts into new frameworks Hanna, 2000;Herbst et al 2010).…”

Section: Purposes Of Justificationmentioning

confidence: 99%

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Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning

James¹

2000

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“…Studies, among these subjects, have focused on proof which is regarded very important for developing mathematical thinking (Hanna, 2000;Moralı, Köroğlu and Çelik, 2004;Moralı et al, 2006) and can be used as a means of persuading people (Harel, 2008;Harel andSowder, 1998, 2007) (persuading people would decrease the undesirable social events). Proof shows thereasons beyond explaining the truth or falsity of each case (Tall and Mejia-Ramos, 2006).…”

mentioning

confidence: 99%

Daily Life and Mathematic: Student and Content Constructions of the Concepts of Proposition, Theorem, and Proof

Çetin

2015

WJE

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The aim of this study is to explore mathematics teaching department students' perceptions on the concepts of proposition, theorem, and proof which are very important for daily life, mathematical literacy and studying mathematics; the common mathematical content used in constructing these concepts; and whether these constructions and content construction match each other. A survey model was used for fulfilling the aim. The data was taken from 329 first-grade mathematics teaching department students' examination papers. The students were enrolled to an Education Faculty of a state university located in the Eastern Anatolia Region of Turkey and the data was collected in the first semesters of academic years 2009-2010, 2010-2011, 2011-2012, 2012-2013 and 2013-2014. The numerical distribution of the participants across years was, respectively, 82, 46, 52, 42 and 107. The data was descriptively analysed. It was found out that the students better structured the concept of proposition (when compared to the concepts of proof and theorem) in accordance with the content construction of concepts and the mathematical expressions used in construction of the concepts of theorem and proof by the students were far away from the mathematical expressions used in the content of these concepts.

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Cited by 277 publications

References 15 publications

Enhancing Assessment in Teacher Education Courses

Enhancing Assessment in Teacher Education Courses

Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning

Daily Life and Mathematic: Student and Content Constructions of the Concepts of Proposition, Theorem, and Proof

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