Orly Buchbinder

Organization/Institution
University of New Hampshire
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Buchbinder, O., & Zaslavsky, O. (2018). Students’ understanding of the role of examples in proving: strengths and inconsistencies. Journal of Mathematical Behavior, 53, 129-147.
  • Buchbinder, O., & Cook, A. (2018). Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers. In O. Buchbinder & S. Kuntze (Eds.). Mathematics Teachers Engaging with Representations of Practice (pp. 131-154). Springer, Cham.
  • Buchbinder, O. & McCrone, S. (2019). Prospective teachers enacting proof tasks in secondary mathematics classrooms. Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). (2019). Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (pp. 147 – 154). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
  • Buchbinder, O. & McCrone, S. (2019). Opportunities to Engage Secondary Students in Proof Generated by Pre-service Teachers. Proceedings of the Annual Conference of the Research in Undergraduate Mathematics Education, Special Interest Group of the Mathematical Association of America. (pp. 76-83) Oklahoma City, OK. February 2019
  • Buchbinder, O. & McCrone, S. (2018) Taking proof into secondary classrooms – supporting future mathematics teachers. In T. E. Hodges, G, J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Greenville, SC. (pp. 711- 714)

CAREER: Investigation of Beginning Teachers' Expertise to Teach Mathematics via Reasoning and Proof

University of New Hampshire
06/01/2020

This project aims to develop the knowledge to teach reasoning and proving with secondary teacher candidates, and to follow them into they first years of independent practice to better understand how they are using that knowledge.  The goals of the project are to better understand how beginning teachers' knowledge, dispositions, and proof-related practices evolve over time, and how the sociocultural context and support structures of the schools teachers are in influences their teaching of reasoning and proving.