Abstract In this article we report some results from a research program aimed at describing the way secondary school teachers treat proof and at understanding which factors may influence such a treatment. We have carried out semi-structured interviews with secondary teachers. The audiotaped interviews were transcribed and analyzed, according to the qualitative research pattern. Emergent themes were identified and recorded. The study of the way the interviewed teachers deal with these themes allowed us to outline four profiles of teachers according to their declared practice.
La dimostrazione come specchio delle pratiche di insegnamento
FULVIA FURINGHETTI;FRANCESCA MORSELLI
2009-01-01
Abstract
Abstract In this article we report some results from a research program aimed at describing the way secondary school teachers treat proof and at understanding which factors may influence such a treatment. We have carried out semi-structured interviews with secondary teachers. The audiotaped interviews were transcribed and analyzed, according to the qualitative research pattern. Emergent themes were identified and recorded. The study of the way the interviewed teachers deal with these themes allowed us to outline four profiles of teachers according to their declared practice.
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