ProPrimEd: Reasoning and proving in primary education 2020–2024

Research – Department of Teacher Education

ProPrimEd: Reasoning and proving in primary education 2020–2024

The project is a collaboration between NTNU and Trondheim municipality, and it is partly funded by Norwegian Research Council, FINNUT-program. Teachers from two primary schools work together with the researchers in development of resources for use in primary education.

Reasoning and proving are central aspects of mathematics as a discipline, and many researchers have argued that these skills should form a central part of school mathematics at all grades and in all subject areas. For a long time, mathematical proof has been seen by many educators as rigorous and formal and thus in conflict with the idea of school mathematics as useful, creative and enjoyable. A growing body of knowledge in mathematics education shows that mathematical learning, knowing and proving cannot be separated and that a tight connection between exploring and proving has a positive impact on students’ learning in mathematics.

The project’s overall objective is to develop innovative knowledge on primary school students’ learning, teachers’ practices and pre-service teachers’ learning-to-teach within work on reasoning and proving, in order to design teaching resources for primary education that can support that work.

The project has four parts: Part A: Study of the state of the art by documenting primary mathematics teachers’ current instructional practices and students’ opportunities for learning reasoning and proving in primary school. Part B: Developing of resources that can support mathematics teachers’ practices and students’ opportunities for learning reasoning and proving in primary school. Part C: Investigation on how resources developed in B can contribute to discursive changes in primary-school classrooms. Based on that, further development of the. Part D: Building on knowledge developed in A, B and C, development of approaches in teacher education that can support pre-service teachers’ learning-to-teach reasoning and proving in primary school. Model
Overview of the project.

More about the project (PDF)

Publications

Arnesen, K., & Rø, K. (preprint 2022). The complexity of supporting reasoning in a mathematics classroom of shared authority. Mathematical thinking and learning.

Arnesen, K., & Dahl, H. (preprint 2022) “Why have you written six times five?” Teachers’ use of why in Norwegian mathematics classrooms. Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.

Arnesen, Kristin Krogh. (2022) Generiske eksempler som argumentasjon. Tangenten - Tidsskrift for matematikkundervisning. vol. 33 (1).

Enge, O., & Valenta, A. (2022). Matematisk resonnering, argumentasjon og bevis på barnetrinnet. Kapittel i T. Gustavsen et al. (Red). QED 1-7 (2. utgave) Matematikk for grunnskolelærerutdanning, Bind 1. Cappelen Damm Akademisk

Enge, O., & Valenta, A. (2022). Helhetlig matematikkundervisning. Kapittel i T. Gustavsen et al. (Red). QED 1-7 (2. utgave) Matematikk for grunnskolelærerutdanning, Bind 1. Cappelen Damm Akademisk

Iversen, S. (preprint 2022). Seventh-grade students’ perceptions of qualities in a mathematical argument. Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.

Rø, K., & Arnesen, K. K. (2020). The opaque nature of generic examples: The structure of student teachers' arguments in multiplicative reasoning. The Journal of Mathematical Behavior 58.

Valenta, A., & Enge, O. (2020). Bevisrelaterte kompetanser i læreplan LK20 for matematikk i grunnskolen. Acta Didactica Norden (ADNO). vol. 14 (3).

Ødegaard, R. P., & Langfeldt, M. B. (preprint 2022). Developing an identity as a mathematics teacher through group work. Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.

Conference presentations

Arnesen, K.K. (2021). Hva gjør generiske eksempler vanskelige? Lærerstudenters skriftlige argumenter for en påstand i multiplikasjon. Presentation at the Konferansen for matematikklærerutdannere KLæM 21, 20-22 September 2021.

Arnesen, K., & Dahl, H. (2022) “Why have you written six times five?” Teachers’ use of why in Norwegian mathematics classrooms. Presentation at the Twelfth Congress of the European Society for Research in Mathematics Education, 2-5 February 2022.

Enge, O., & Valenta, A. (2021). Bevisrelaterte kompetanser i læreplan LK20 for matematikk i grunnskolen. Presentation at the Konferansen for matematikklærerutdannere KLæM 21, 20-22 September 2022.

Iversen, S. (2022). Seventh-grade students’ perceptions of qualities in a mathematical argument. Presentation at the Twelfth Congress of the European Society for Research in Mathematics Education, 2-5 February 2022.

Iversen, S., & Hindkjær, C. L. (2021). Argumentasjon og bevis på barnetrinnet. Workshop at the Novemberkonferansen 2021, 30 November-1 December 2021.

Ødegaard, R. P., & Langfeldt, M. B. (2022). Developing an identity as a mathematics teacher through group work. Presentation at the Twelfth Congress of the European Society for Research in Mathematics Education, 2-5 February 2022.