Exploring teachers' attitudes and beliefs about proving in the mathematics classroom

This dissertation explored teachers' attitudes and beliefs on proving in the mathematics classroom. The central conclusions from this exploration were based on a survey of 78 secondary mathematics teachers. Further detailed investigation occurred through interviews and observations of ten teachers who had also completed the survey. The survey was designed to assess (1) the teacher's past experiences as a student, and (2) their current beliefs and practices in using proving in the classroom.;While some of the outcomes were expected, others were surprising. The most critical measure in this study was a self-reported measure of proving occurring in the classroom. Use of a multiple regression model determined that the teacher's personal past experience of anxiety and struggle in proving was the most significant predictor of the proving occurring in their classroom (p < .01). This effect was as expected. College mathematics coursework (CMC) arose as the most surprising factor affecting proving in the classroom because more coursework led to less proving (p < .05). More college mathematics coursework also led to teachers to a style of teaching in which students play a smaller role in the classroom in proving (p < .05) again based on self-reported survey responses. And while general mathematics education coursework did not provide evidence of affecting the measured classroom practice measures, a particular style of mathematics education coursework, in which students play a larger role in proving, was found to be a significant predictor of conjecturing in the classroom (p < .05). An important difference also arose in how teachers felt about state tests as a barrier to proving in the classroom. Teachers from the state with stricter testing requirements felt proving would be less helpful for their students (p < .05).;An interesting dichotomy between teachers placing the greatest value on (1) mathematical exploration and problem solving, or (2) clear explanations, arose from the interviews. This may be useful in further research on what affects teachers' classroom habits.