Exploring Teachers’ Resource Utilization Practices and Beliefs in Mathematics Education: A Cross-National Study on Reasoning and Proving

Abstract

This study delves into resource utilization for teaching reasoning and proof (R&P) among mathematics teachers across five European countries. Employing an online questionnaire, the research gathers data on resource use, beliefs about R&P importance, teachers' self-reported confidence in R&P instruction, and demographic factors. Through statistical analyses, including correlation, logistic regression, and chi-squared tests, the study explores relationships between teachers' resource use, beliefs, self-reported confidence in R&P instruction, and demographics. Results unveil a significant yet moderate association between resource utilization for lesson preparation and R&P instruction, with variations noted among resource types. While certain resources like professional periodicals/journals and online professional platforms display moderate correlations, others like general websites exhibit weaker ones. Moreover, the study identifies a significant but weak association between resource use, beliefs about R&P, and teachers' self-reported confidence in R&P instruction. The country emerged as a prominent determinant of resource utilization patterns, with notable consistency observed in the use of textbooks and self-created materials across national contexts. These findings underscore the nuanced nature of mathematics teachers' resource practices, emphasizing the need to consider diverse factors, such as level of instruction or cultural context, in understanding R&P instructional practices. The implications of these findings for educational practice, policy, and future research are discussed.