Proof construction and evaluation practices of prospective mathematics educators

Imamoğlu, Yeşim; Toğrol, Ayşenur Yontar

doi:10.30935/scimath/9427

Cited by 14 publications

(1 citation statement)

References 27 publications

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“…The argumentation structure becomes a foundation in the formation of argumentation, meaning that every argumentation can be said to be good if it can meet the standards or structures that have been set. Building an argument requires an evaluation aimed at the process of determining whether a mathematical argument can be accepted as valid evidence (İmamoğlu & Toğrol, 2015). It is in this evaluation process that the structure of the argument plays an important role.…”

Section: Introductionmentioning

confidence: 99%

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

Ramandani,

Hartono,

Hiltrimartin

et al. 2024

J. Elemen

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Geometric argumentation has an important role in solving mathematical problems in geometric material, so students must have this ability. Each student has different thoughts, including when stating arguments. Each student's arguments will vary and be at different levels. This study aims to determine the levels of lower secondary school students' geometric argumentation. This research was conducted in a lower secondary school involving 20 ninth-grade students. Students participating in this study were asked to work on geometry problems related to proof. Through the proofs carried out, the argumentation structure owned by students is visible. The structures of argumentation given by the students were then analysed using Toulmin's model of argumentation. The components of the Toulmin model used consist of claim, data, warrant, and backing. The results of the analysis of the proof prepared by the students stated that some of the students have been able to reach a high level of geometric argumentation and can compile a series of proofs. But not a few of them also have difficulty compiling the proof, have difficulty providing the components of the Toulmin model, and make some mistakes. Errors made by students include symbol writing errors, calculation errors, and others.

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Section: Introductionmentioning

confidence: 99%

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

Ramandani,

Hartono,

Hiltrimartin

et al. 2024

J. Elemen

View full text Add to dashboard Cite

show abstract

Multimedia resources designed to support learning from written proofs: an eye-movement study

2017

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This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and their comprehension was assessed in both immediate and delayed tests; the groups performed similarly at immediate test, but the e-Proof group exhibited poorer retention. Study 2 accounted for this unexpected result by using eye-movement analyses to demonstrate that participants who studied an e-Proof exhibited less processing effort when not listening to the audio commentary. We suggest that the extra support offered by e-Proofs disrupts the processes by which students organise information, and thus restricts the extent to which their new understanding is integrated with existing knowledge. We discuss the implications of these results for evaluating teaching innovations and for supporting proof comprehension.

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The effect of quantitative reasoning on prospective mathematics teachers’ proof comprehension: The case of real numbers

Belin

Akar

2020

The Journal of Mathematical Behavior

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Proof construction and evaluation practices of prospective mathematics educators

Cited by 14 publications

References 27 publications

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

Multimedia resources designed to support learning from written proofs: an eye-movement study

The effect of quantitative reasoning on prospective mathematics teachers’ proof comprehension: The case of real numbers

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