An Investigation of Model Creation Skills to Proof of Prospective Mathematics Teachers about the Sum of Successive Odd Numbers

Güler, Gürsel; Temizyürek, Ahmet

doi:10.16949/turcomat.63535

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…In fact, what is expected from preservice mathematics teachers is that they can make generalizations. Similar results have been observed in the studies of Polat (2018), Güler and Ekmekci (2016), Birinci (2010) and Arslan (2007). It is important to emphasizing abstraction and generalization when using visual methods.…”

Section: Aujes (Adiyaman University Journal Of Educational Sciences )supporting

confidence: 91%

Ortaöğretim Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin Bağlamsal İncelenmesi: 1’den n’ye Kadar Olan Tamsayıların Toplamı Durumu

Polat

Demircioğlu

2021

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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Recently, studies have been carried out on alternative proof methods due to the change in the perspective of teaching proof and the difficulties of learners in proof. In this context, proof without words, which are presented as an alternative to proof teaching, defined by diagrams or visual representations and require the student to explain how proof is, are discussed in this study. The aim of this study is to examine pre-service mathematics teachers' explanations of proof without words about the sum of consecutive numbers from 1 to n. The data were collected by the proof of the sum of consecutive integers. 27 pre-service teachers from a university in the Middle Anatolia region participated in this study, which was conducted using a basic qualitative research design. At the end of the study, it was seen that most of the preservice teachers were unable to explain the proof without words of the sum of integers from 1 to n. One of the reason for this may be related to the spatial thinking skills of pre-service teachers. However, there are pre-service teachers who can interpret the visual given in the proof correctly, use the necessary mathematical knowledge, but cannot generalize using the given visual. The reasons why the pre-service teachers could not express the general situation are considered as the lack of algebraic thinking.

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Section: Aujes (Adiyaman University Journal Of Educational Sciences )supporting

confidence: 91%

Ortaöğretim Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin Bağlamsal İncelenmesi: 1’den n’ye Kadar Olan Tamsayıların Toplamı Durumu

Polat

Demircioğlu

2021

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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“…The studies revealed that all students from elementary school to the higher education have difficulties in reasoning and proving exercises. Most of these studies showed that students tended to exemplify and verify (Harel & Sowder, 1998;Knuth, Slaughter, Chooppin, & Sutherland, 2002;Stylianides & Stylianides, 2009;Aylar, 2014, Uygan, Tanisli, & Kose, 2014Stylianou, Blanton, & Rotou, 2015;Guler & Ekmekci, 2016), and they mostly preferred inductive reasoning (Harel, 2001). On the other hand, as pointed out by Knuth and Sutherland (2004), and Reid and Knipping (2010), many students thought that verifying with an example was enough to prove a statement.…”

Section: Introductionmentioning

confidence: 99%

How Do Students Prove Their Learning and Teachers Their Teaching? Do Teachers Make a Difference?

Tanışlı¹

2016

EJER

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Problem Statement: Gaining reasoning skills in early years affects the formal proving skills in the following years, thus it is quite significant. The acquiring of this skill is only possible with the approaches that the teachers used in the process. At this point, the problem to be researched in terms of making proofs is seen in how middle school students prove a mathematical expression; what kinds of reasoning and proof types they use in this process; how the teachers of these students prove the same expression; and how they reflect it to their instruction. Purpose of the Study:The purpose of this study is to investigate the middle school students' and their teachers' reasoning types and proof methods while proving a mathematical expression.

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An Investigation of Model Creation Skills to Proof of Prospective Mathematics Teachers about the Sum of Successive Odd Numbers

Cited by 2 publications

References 17 publications

Ortaöğretim Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin Bağlamsal İncelenmesi: 1’den n’ye Kadar Olan Tamsayıların Toplamı Durumu

Ortaöğretim Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin Bağlamsal İncelenmesi: 1’den n’ye Kadar Olan Tamsayıların Toplamı Durumu

How Do Students Prove Their Learning and Teachers Their Teaching? Do Teachers Make a Difference?

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