Title:

Comparing STEM Majors, Practicing and Prospective Secondary Teachers’ Feedback on Mathematical Arguments: Towards Validating MKT-Proof

Mathematical Knowledge for Teaching Proof (MKT-P) has been recognized as an important component of fostering student engagement with mathematical reasoning and proof. This talk will detail one component of a larger study aimed at exploring the nature of MKT-P. The study examines qualitative differences in feedback given by STEM majors, in-service, and pre-service secondary mathematics teachers on hypothetical students’ arguments. The results explicate key distinctions in the feedback provided by these groups, indicating that this is a learnable skill. Feedback is cast as a component of MKT-P, making the results of this study significant empirical support for the construct of MKT-P as a type of knowledge that is unique to teachers.

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