Freshmen and Senior Teaching Science and Mathematics Students’ Proving Patterns and Conceptualizations of the Nature and Role of Proof in School Mathematics

Abstract

In light of the current studies and the Turkish high school curriculum that emphasizes the importance of proof, justification and reasoning in mathematics education; this study aims to investigate freshmen and senior teaching science and mathematics students' a) conceptualizations regarding the nature and role of proof in school mathematics; b) reasoning patterns that emerge while proving mathematical statements. Data was collected in two sessions from freshmen and senior students during lecture hours, and analyzed both qualitatively and quantitatively. This is a pilot study of an ongoing research and the results are also being used for instrument development purposes.

A study on pre-service mathematics teachers’ criteria of proof evaluation

“…Therefore, it may be concluded that the pre-service teachers were more conscious of obvious errors. Imamoglu and Yontar-Togrol (2012) likewise indicated that pre-service teachers have difficulties in evaluating a proof when there are no obvious errors in an argument. In contrast with the researchers' evaluations, this situation was valid for all of the criteria for proof evaluation relating to justification and mathematical language.…”

Improving Pre-Service Mathematics Teachers' Views on Proof: A Design Study

“…At the same time, they should be able to identify the justifications made by students according to the classification of Harel and Sowder (1998). However, the studies in the literature show that pre-service teachers do not have an adequate content knowledge of proof (İmamoğlu & Yontar-Toğrol, 2010, 2015Köğce, 2012;Stylianides, Stylianides, & Philippou, 2007;Stylianou, Chae, & Blanton, 2006) and pedagogical content knowledge of proof (Bieda, 2010;Lesseig, 2016;Pasigna & Herrera, 2014;Tabach et al, 2010). Pre-service teachers' content and pedagogical content knowledge of proof as to the cognitive dimension, and their views, attitudes, and beliefs as to the affective dimension, mutually influence each other since there is a link between cognitive and affective behaviors (Gömleksiz & Kan, 2012).…”

Cognitive Analysis of Constructing Algebraic Proof Processes: A Mixed Method Research

“…Bu değişkenlerin incelenebilmesi gelişimsel araştırmalarla mümkün olabilir. Öğretmen adaylarının 1. sınıf ve son sınıf düzeylerine göre karşılaştırılması; onların ortaöğretimde aldıkları bilgi birikimleriyle, bu bilgi birikimine üniversitede ispata yönelik aldıkları bilgileri ilave etmeleriyle oluşan bilgi birikimlerinin karşılaştırılmasına olanak tanır (İmamoğlu ve Yontar-Toğrol, 2010). Bu çalışmada öğretmen adaylarının aldığı eğitime göre ispat yapma becerilerinin farklılaşma durumunu incelemek için 1. sınıf ve son sınıf öğretmen adayları çalışmaya dâhil edilmiştir.…”