Preservice Mathematics Teachers’ Discourse on Proof-Based Teaching in an Online Discussion Forum

Abstract

Proof and proving play a fundamental role in mathematics education and have the potential to serve as a vehicle for developing a deeper conceptual understanding. However, engaging students in proving activities presents challenges, and mathematics teacher educators thus are responsible for supporting preservice teachers, providing opportunities to learn what is needed. This study employs an exploratory case study design, investigating preservice teachers\u27 discourse on proof-based teaching within a Norwegian university mathematics course preparing them to teach algebra and number theory (grades 5–10). Data were collected from weekly instructor-initiated online discussions, where preservice teachers reflected on their experiences with proof-based teaching. Through content analysis of data, characteristics of the preservice teachers\u27 discourse on proof-based teaching were explored, revealing dynamic interactions centred around key themes related to proof-based teaching. Interactive patterns emerging in the online discussion forum indicate how these preservice teachers are gradually developing into reflective practitioners