Pre-Service Mathematics Teachers’ Beliefs and Instructional Practices Regarding the Teaching of Mathematical Proofs
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https://doi.org/10.52296/vje.2026.844Supporting Agencies
- This article is the outcome of a scientific research project titled “Promoting the beliefs and instructional practices of pre-service mathematics teachers in teaching proofs” (Grant No.: B2025-TCT-16) sponsored by the Ministry of Education and Training, Vietnam. The authors would like to thank MoET for its valuable support.
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Abstract
The beliefs and self-assessed instructional competences of pre-service mathematics teachers regarding the teaching of mathematical proofs play a crucial role in their professional development. This study involves a survey with 295 pre-service mathematics teachers from selected universities in Vietnam’s southern region, aiming to explore their beliefs and instructional practices regarding teaching mathematical proofs. Findings indicate that many pre-service teachers felt confident about basic proof concepts and methods, yet a substantial proportion reported insufficient knowledge of mathematical proofs and proof teaching, revealing internal contradictions in their self-perceptions. In addition, their self-assessed teaching competencies do not reflect their beliefs, especially in designing learning activities, organizing instruction, and assessing high school students’ performance. The gap between pre-service mathematics teachers’ beliefs and instructional practices is a core issue to address in current mathematics teacher training. The results yield important implications for mathematics teacher training and new research directions.
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