Abstract
The capability of pre-service teachers to teach mathematical reasoning depends on the quality of their proof conceptions. This qualitative study focuses proof conceptions of middle school pre-service mathematics teachers. To this end, this study employed a phenomenographic approach to identify the variation in pre-service teachers’ experience of proof. Analysis of semi-structured interviews revealed five qualitatively different categories: proof is (a) a way of problem-solving, (b) a means for understanding, (c) explaining thinking in a convincing way, d) validating conjectures using logical arguments, and (e) a means for discovery of mathematics. This study contributes to the pedagogical knowledge about a framework of proof conceptions. Results may be used to promote the quality of the mathematics teacher preparation programs.
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