Teachers\u2019 beliefs and the teaching of proof

Abstract In this contribution we outline the main features of a research project aimed at describing the way secondary school teachers treat proof and at understanding which factors may influence such a treatment. In our theoretical framework we combine references coming from the research on proof and the research on teachers in relation to their beliefs. We pay a particular attention in the description of the method. After that, we present and discuss some findings from our study and identify some issues that have didactical implications in teacher education