Perspectives of Turkish pre-service mathematics teachers of elementary level onmathematical proof (Progress Education Vol 27)
Yazarlar (1)
Prof. Dr. Savaş BAŞTÜRK Sinop Üniversitesi, Türkiye
| Bölüm Adı | Perspectives of Turkish pre-service mathematics teachers of elementary level onmathematical proof | ||
| Kitap Adı | Progress Education Vol 27 | ||
| Bölüm Sayfaları | 61-82 | ||
| Kitap Türü | Kitap Bölümü | ||
| Kitap Alt Türü | Alanında uluslararası yayınlanan kitap bölümü | ||
| Kitap Niteliği | Diğer uluslararası bilimsel kitap | ||
| Kitap Dili | İngilizce | Basım Tarihi | 01-2012 |
| DOI Numarası | – | ISBN | 978-1-61470-282-5 |
| Basıldığı Ülke | Amerika Birleşik Devletleri | Basıldığı Şehir | New York |
| UAK Araştırma Alanları |
Matematik Eğitimi
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| Özet |
| The aim of this study is to investigate elementary pre-service mathematics teachers’ perspectives on proof in mathematics and mathematics teaching. A 5-point Likert-type questionnaire was administered in order to gather data. The sample of the study included 40 senior class pre-service mathematics teachers. The data collected were analyzed and interpreted using the methods of qualitative and quantitative analysis. To minimize the known negative consequences of close-ended questions and to go deeper in our survey by allowing respondents to include more information, eight pre-service teachers were selected to participate in follow-up interviews after the analysis of their answers to the questionnaire. The results have revealed that the pre-service teachers believe that mathematical proof plays a crucial role in the permanence of mathematical knowledge and at the same time provides students with understanding the sense of rules and formulas they should learn. However, teaching with proof does not guarantee an education without memorization as in their university courses. On the other hand, in their teaching the pre-service teachers think giving place to proofs with some conditions such as: proofs should be simple, understandable and students have to be willing and to have an adequate mathematics background. |
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