Ortaöğreti̇m Matemati̇k Öğretmeni̇ Adaylarinin İspat Kavramina Ve İspat Yapmanin Z

Polat, Kübra

doi:10.9761/jasss3219

Cited by 5 publications

(4 citation statements)

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“…However, it was observed that in some cases, the participants could not choose the appropriate one to make inferences from their existing prior knowledge and use it strategically, and sometimes they could not continue due to lack of knowledge. This situation is similar to the results of the studies of Dane (2008), Polat and Akgün (2016), Sarı Uzun and Bülbül (2013), and Weber (2001 .…”

Section: Discussionsupporting

confidence: 90%

“…(Knapp, 2005). In the conducted studies, it was revealed that difficulties such as not knowing where to start proving and how to continue (Healy and Hoyles, 2007), not using the existing preliminary information strategically (Weber, 2001), lack of knowledge of definition (Dane, 2008;Polat and Akgün, 2016;Cihan, 2019), inability to use mathematical language and notation (Moore, 1994;Knapp, 2005), inability to determine the appropriate proof method (Baki and Kutluca, 2009), inability to understand the nature of proof (Çontay and Duatepe-Paksu, 2019), lack of mathematical concept readiness and lack of proof image (Pala, Aksoy and Narlı, 2021) occur. It is thought that the teaching methods, techniques, and tools used are effective in understanding the proof conceptually (Weber, 2004), gaining the ability to prove (Harel, Selden, & Selden, 2006) and overcoming difficulties experienced with proof (Hanna and de Villiers, 2008;Skott, Larsen and Østergaard, 2020).…”

Section: Introductionmentioning

confidence: 99%

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A Design Study To Develop The Proof Skills Of Mathematics Pre-Service Teachers

Dost

2022

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Mathematical proof, addition to its duties such as verifying and explaining a claim, aids the understanding of mathematics and the formation of new information, thereby increasing its importance in mathematics education. Proving skills need to be developed to learn mathematics and find effective solutions in real-life problem situations. Given the importance of proof in mathematics education, it is critical to develop appropriate teaching practices to increase pre-service teachers' knowledge of proof, proving, and understanding levels, particularly in departments of mathematics teachers, to provide effective and long-term mathematics instruction to future students. The effect of designed proof tasks on the development of pre-service mathematics teachers' proving skills was investigated in this study. This research, the design-based research, was carried out with the participation of three volunteer mathematics teacher candidates studying at a state university in Ankara. The data obtained from the proof tasks and individual interviews were used in the study. Proof tasks designed according to the findings obtained from the data analyzed with the qualitative analysis method contributed to the development of the participants' proving skills.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

A Design Study To Develop The Proof Skills Of Mathematics Pre-Service Teachers

Dost

2022

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…Ancak bir ders kitabının "Sayılar ve Cebir" öğrenme alanı "Mantık" alt öğrenme alanında ispat kavramının tanımına yer verilirken iki ders kitabında ispatlama kavramının tanımına yer verilmiştir. Literatürdeki bazı çalışmaların sonuçları katılımcıların ispat kavramının tanımını yapmada güçlükler yaşadıklarını ortaya koymaktadır (Çontay & Duatepe-Paksu, 2019;Köğce & Yıldız, 2011;Polat & Akgün, 2016). Ayrıca ispat ve ispatlama birbirlerinden farklı kavramlardır.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

INVESTIGATION OF COMPONENTS OF THE AXIOMATIC SYSTEM IN 9th GRADE MATHEMATICS TEXTBOOKS IN TÜRKİYE

CİHAN

2023

Trakya Eğitim Dergisi

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İspatlama sürecinde matematiksel ve mantıksal argümanlarla geçerli ve resmi bir ispata ulaşılana kadar atılan her adımda aksiyomatik sistemin bileşenlerinden faydalanılmaktadır. Aksiyomatik sistemde tanımsız terimler, tanımlı terimler, tanımlar, postulatlar, aksiyomlar ve lemmalar kullanılarak ispatlama veya çürütme ile teoremler veya yanlış önermeler ile bunların sonuçları elde edilir. Bu çalışmanın amacı Türkiye’deki 9. sınıf matematik ders kitaplarında aksiyomatik sistemin bileşenlerinden hangilerine nasıl yer verildiğini incelemektir. Bu araştırmada nitel araştırma yöntemlerinden doküman analizi yöntemi tercih edilmiştir. Örneklem ise amaçlı örnekleme tekniklerinden biri olan ölçüt örnekleme tekniği ile belirlenmiştir. Araştırmanın verileri 2022-2023 eğitim-öğretim yılında 9. sınıf ortaöğretim matematik derslerinde okutulması kararlaştırılan üç ders kitabından toplanmıştır. Ders kitaplarından ulaşılan veriler betimsel analize tabi tutulmuştur. Elde edilen bulgular tablolaştırılmış ve birebir alıntılarla desteklenmiştir. Araştırmanın sonuçlarına göre ders kitaplarında aksiyomatik sistemin bileşenlerinden bazılarının tanımlarına yer verilirken bazı bileşenlerin ders kitaplarında hiç geçmediği görülmektedir. Bazı bileşenler de tanımlarına yer verilmeden kitap metinlerinde geçmektedir. Araştırmanın sonuçları doğrultusunda tüm işleyişi ve gelişimi aksiyomatik sistem içerisinde olan modern matematiğin öğretildiği matematik dersleri için ders kitaplarında aksiyomatik sistemin tüm bileşenlerinin eksiksiz olarak aksiyomatik yapıya ve hiyerarşik kavram yapısına uygun olarak tanıtılması önerilebilir.

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“…As §14 extends the moratorium to only civil proceedings, it has been contended that the ED is not barred from initiating attachments [57]. In Varsanna Ispat v Deputy Director [58] ,the SC upheld the NCLAT order allowing the sale of assets attached by the ED, reasoning that moratorium under §14 would not be attracted as the attachment was before the initiation of the CIRP and Third-party and creditor rights the proceedings before the PMLA are of a criminal nature [59]. The second limb of this reasoning must be re-examined in the light of the recent amendment to the IBC, which introduced §32A [60], the constitutional validity of which was upheld in Manish Kumar v Union of India [61].…”

Section: Special Considerationsmentioning

confidence: 99%

Third-party and creditor rights: provisional attachment under §5 of the Indian PMLA, 2002

Sethi

Davis

2022

JMLC

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Purpose The purpose of this paper is to consider the effect of the Prevention of Money Laundering Act (PMLA), 2002 on the property rights of third parties, by evaluating whether the interpretation of the scheme of the PMLA, 2002 results in a deprivation of rights, by virtue of the provision for the provisional attachment of property.[AQ3] In doing so, this paper attempts to consider two sub-categories of third parties that stand affected by §5 of the PMLA, 2002. Design/methodology/approach Primarily the authors analyse diverging judgements and case law across various high courts to evaluate the position of law with regards to attachment of property. To reach a precise legal conclusion, the authors consider the composite scheme of the PMLA, 2002 in their analysis. Findings It has been concluded that there is a clear lack of judicial cohesion in the interpretation of the PMLA, 2002, and in the absence of a judgement by the Supreme Court of India, enforcement authorities have failed to correctly identify the boundaries of the offence of money laundering, resulting in a dangerous deprivation of rights. Originality/value This paper fills a vacuum of detailed scholarship on anti-money laundering provisions in India, while also being contemporaneously relevant, as it considers the effects of the PMLA, 2002 on bona fide economic transactions and secured creditors.

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Ortaöğreti̇m Matemati̇k Öğretmeni̇ Adaylarinin İspat Kavramina Ve İspat Yapmanin Z

Cited by 5 publications

References 0 publications

A Design Study To Develop The Proof Skills Of Mathematics Pre-Service Teachers

A Design Study To Develop The Proof Skills Of Mathematics Pre-Service Teachers

INVESTIGATION OF COMPONENTS OF THE AXIOMATIC SYSTEM IN 9th GRADE MATHEMATICS TEXTBOOKS IN TÜRKİYE

Third-party and creditor rights: provisional attachment under §5 of the Indian PMLA, 2002

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