International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

A Tool for Identifying Future Primary School Teachers’ Conceptions of Proof

Mickael Da Ronch, Ismaïl Mili, Cecile Ouvrier-Buffet

Université Paris Est-Créteil

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1099–1106ISSN 2790-36482026Scopus conference code 336559
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Abstract

This research report addresses an underexplored yet crucial issue in teacher education: prospective primary teachers’ conceptions of mathematical proof. Based on a questionnaire administered to first-year teacher education students in French-speaking Switzerland, the study confirms the robustness and cost-effectiveness of this methodology and situates its findings within established research. The results highlight the functions future teachers attribute to proof and reveal discrepancies between their conceptions of mathematical rigor and the reasoning they mobilize when evaluating proofs, pointing to major challenges for teacher education.

Keywords

proofconceptionsprimary teachersquestionnaire

Recommended citation

Da Ronch, M., Mili, I., & Ouvrier-Buffet, C. (2026). A Tool for Identifying Future Primary School Teachers’ Conceptions of Proof. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1099–1106). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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