PRE-SERVICE MATHEMATICS TEACHERS’ OPINIONS ABOUT PROOF AND DIFFICULTIES WITH PROVING
Many people think that proof is center of mathematics disciplines. Proof has been considered a fundamental part of mathematical practice science from ancient times. It was introduced into the mathematics curriculum long ago and has been given an important status in teaching. During the new math move...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/c9efe87266154ccf9b8aa7b1daaef2c5 |
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| Sumario: | Many people think that proof is center of mathematics disciplines. Proof has been considered a fundamental part of mathematical practice science from ancient times. It was introduced into the mathematics curriculum long ago and has been given an important status in teaching. During the new math movement, proof was stressed in other areas of mathematics as well. However students have serious difficulties in learning proof. Reasoning is basis of mathematics. So the essence of mathematics is proving. Therefore reasoning skills must be developed in students. In this framework students can understand mathematical proof at high school in mathematic and geometry courses, students have difficulty in understanding mathematical proof. Consequently the students have lack proving skills when they come to university. In this study, pre-service mathematics teachers’ views were investigated about mathematical proof and the difficulities with proofing. The participant of this study consist of 5 pre-servise mathematics teachers who were enrolled in grade in secondary mathematics education department from a university located in Turkey. Initially pre-service mathematics teacher were observed in a analyze course and after this observation were gathered that pre-servise teachers what kind behave, which points force them when proofing. Then in this study semi structured interviews had with volunteer pre-servise teachers. The observations and interviews indicated that pre-service teachers don’t know the concept meaning of proof. The difficult points of pre-servise mathematics teachers when proofing was uncovered. Also some suggestions were presented for the researchers who are interested in this area. |
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