Matematiska bevis – Gymnasielärares tankar och uppfattningar

Abstract

The aim of this quantitative study is to investigate Swedish upper secondary school teachers’ perception and thoughts concerning mathematical proofs. Four teachers working at the natural science and technology programmes were interviewed to shed light on the topic. The results showed that the teachers considered proofs to be appropriate educational content for students who intend to study mathematics or technical degrees at university, in line with earlier research. The teachers also considered the value of proof to be greater in relation to mathematics as a scientific subject rather than for their teaching and the mathematics in school. However, the explanatory and transfer functions of proof and proving were highly valued by the teachers. The contradiction of not valuing proofs as highly in education but still consider certain functions of proof important can be clarified by considering the teacher’s dilemma and how the teachers perceive the Swedish National Agency for Education directions for the National Tests. The teachers’ pay attentions to their pupils in their pedagogical choices and since not all student will pursue careers in mathematics or technology the result is that proofs play a diminished role in upper secondary school mathematics. Moreover, the teachers consider the instructions for assessment of the National Tests provided by the Swedish National Agency for Education to focus on certain cognitive levels of proof and proving. By considering these two factors we reach an understanding of how teachers perceive proof and what the effect are on the mathematic education at upper secondary school.