Discursive differences in written feedback of individuals with varied teaching experiences: Towards validating knowledge of content and teaching specific to proof

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2025-06-25 DOI:10.1016/j.jmathb.2025.101272

Orly Buchbinder , Rebecca Butler , Sharon McCrone

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引用次数: 0

Abstract

Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students' mathematical arguments is one of the key aspects of KCT-P. This study examined the qualitative differences in written feedback of secondary teachers, undergraduate mathematics and computer science majors, and pre-service teachers participating in a capstone course focused on mathematical reasoning and proving. The discursive distinctions in the groups’ feedback, along with changes in the feedback of prospective teachers, provide empirical support for the construct of KCT-P as knowledge unique to teachers, which develops with experience.

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具有不同教学经验的个人书面反馈的话语差异：对内容和教学具体证明的验证知识

培养学生对数学推理和证明的参与需要一种特殊的教师知识-教学证明数学知识（MKT-P）。MKT-P的一个重要组成部分是知识的内容和教学具体到证明（KCT-P），这是知识的教学实践，以支持学生的证明学习。为学生的数学论证提供有效的反馈是KCT-P的一个关键方面。本研究考察了中学教师、主修数学和计算机科学的本科教师以及参加以数学推理和证明为重点的顶点课程的职前教师在书面反馈方面的质的差异。群体反馈中的话语差异，以及准教师反馈的变化，为KCT-P作为教师独有的知识的构建提供了实证支持，这种知识是随着经验而发展的。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.