Specialized Knowledge of Prospective Secondary Mathematics Teachers in Developing Proof-Based Tasks

Clemente E.A.; Céspedes I.T.; Rebolledo R.D.; Yon F.H. · Avances de Investigacion en Educacion Matematica (2026) · DOI: 10.35763/aiem29.6735

Resumen

Proof is a fundamental activity in mathematics, and its integration across different educational levels, with appropriate approaches, is relevant. Engaging in proof-related activities enhances students’ mathematical understanding, making it crucial for prospective teachers to develop a deep knowledge of this practice. In this study, using a qualitative approach, we aim to understand the knowledge of three prospective secondary mathematics teachers as they engage in proof-related tasks. We identify their knowledge about specific proofs, proof as a mathematical practice, and the didactic aspects of proof. We highlight the recognition of proof as a practice that fosters mathematical learning by these future teachers and, in this regard, emphasize the importance of including proof in initial teacher education. © (2026), (Spanish Society of Research in Mathematics Education). All rights reserved.

Instituciones: Universidad de Piura; Universidad de Lima