Exploring Teachers’ Resource Utilization Practices and Beliefs in Mathematics Education: A Cross-National Study on Reasoning and Proving

Abstract

This study delves into resource utilization for teaching reasoning and proof (R&P) among mathematics teachers across five European countries. Employing an online questionnaire, the research gathers data on resource use, beliefs about R&P impor- tance, teachers’ self-reported confidence in R&P instruction, and demographic fac- tors. Through statistical analyses, including correlation, logistic regression, and chi-squared tests, the study explores relationships between teachers’ resource use, beliefs, self-reported confidence in R&P instruction, and demographics. Results unveil a significant yet moderate association between resource utilization for les- son preparation and R&P instruction, with variations noted among resource types. While certain resources like professional periodicals/journals and online profes- sional platforms display moderate correlations, others like general websites exhibit weaker ones. Moreover, the study identifies a significant but weak association between resource use, beliefs about R&P, and teachers’ self-reported confidence in R&P instruction. The country emerged as a prominent determinant of resource utili- zation patterns, with notable consistency observed in the use of textbooks and self- created materials across national contexts. These findings underscore the nuanced nature of mathematics teachers’ resource practices, emphasizing the need to con- sider diverse factors, such as level of instruction or cultural context, in understand- ing R&P instructional practices. The implications of these findings for educational practice, policy, and future research are discussed.