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

Polat, Kübra; Demircioğlu, Handan

doi:10.17984/adyuebd.589464

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…For this reason, proof is at the center of mathematics and mathematics education and is used in lessons at every stage of education (Polat and Demircioğlu, 2021). Proof is considered an important tool that enables us to learn mathematics in a meaningful way in the context of conceptual knowledge (Knuth, 2002).…”

Section: Introductionmentioning

confidence: 99%

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

Tekin¹

2023

ijoess

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It is known that mathematics has an important effect on the development of science and technology. Identities, which are widely used in many branches of science, form the basis of some mathematics courses such as algebra. However, it appears as one of the learning areas of secondary school 7th grade mathematics and is seen as one of the difficult subjects to learn. The fact that there are many and abstract formulas about identities is difficult for students to remember. Therefore, visualization is important in teaching abstract concepts in a meaningful way and in associating concepts with daily life. Visualization is the use of mathematical and geometric symbols, shapes, diagrams, etc. to make something unseen imaginable. It is the drawing or showing of the shape and picture of an abstract concept with the help of pencil and computer. Visualization and visual proof are central to mathematics. The visualization approach is used in mathematics and mathematics education as a tool, not as a goal in the lessons. Identities are seen as one of the learning areas that we encounter in the solution of problems that we encounter in our daily lives and that are difficult to learn. In this direction, the visual proofs of the identities in R2 are shown in detail to the researchers thanks to the visualization approach, so that the algebraic identities can be learned more easily. Although identities are an important learning area in mathematics and algebra lessons, they are thought to be difficult to understand and learn by students. In line with this idea, students have difficulty in understanding identities as the visual models from which identities are obtained are not adequately expressed by the teachers and are not associated with daily life. For this reason, it is suggested by mathematics teachers that as a solution to this problem, visualizing abstract mathematical concepts in lessons or showing algebraic and visual proofs of some theorems may be beneficial. In this study, which was planned as a theoretical study, Within the scope of descriptive scanning model, document analysis technique was used. Visual proofs of basic algebraic identities are shown to researchers in detail by using geometric figures. In line with this purpose, some suggestions have been made to shed light on this issue for interested researchers.

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Section: Introductionmentioning

confidence: 99%

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

Tekin¹

2023

ijoess

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High School Students’ and Their Teacher’s Experiences with Visual Proofs

Polat

Akgün

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Proof is one of the main components of both mathematics and mathematics education. However, students and teachers at every level have difficulties in proof and proof teaching. Presenting alternative proof methods to students will not only provide rich learning environment but also allow the student to have different perspectives by providing alternative ways they can apply for constructing a proof. Visual proofs are one of the alternative proof methods. Although visual proofs are considered as useful tools in mathematics education, there are very few studies about the application of these proofs, especially in the high school curriculum. The visual proofs are seen as valuable tools for mathematics education; it is planned to investigate the views of high school students and their teacher about visual proof. Case study method is used in the study. Participants of the study consisted of four high school students who are ninth-graders. For the second semester sixteen activities of visual proofs were applied. Afterwards, interviews were carried out with the students and their teacher about their views on the visual proofs during the instruction period. The teacher said that after the visual proof activities the students started to wonder where the formulas come from, in other words, they started questioning, their interest levels increased, and the formulas were kept in their minds more. The high school students stated that they found the visual proof activities enjoyable, and they were happy when they understood the visual proofs and unhappy when they could not understand them.

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

Cited by 2 publications

References 24 publications

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

High School Students’ and Their Teacher’s Experiences with Visual Proofs

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