Mathematics teachers' uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study

Abstract

This paper aims to describe which resources teachers employ to teach reasoning-and-proving in five different countries, what opinions they hold about them, which limitations they see, and what needs regarding these resources they have. Data were collected through a questionnaire and semi-structured interviews. Results suggest textbooks, other books, and teachers' own materials are almost universally the most used resources for teaching reasoning-and-proving. Teachers, however, mention issues with these and other resources. There are also similarities and differences across the nations, which the paper tries to explain.