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ABSTRACT. This qualitative case study is designed to determine students' views on and processes of constructing proofs. The participants were two females and one male freshman students in a mathematics teacher training program. The participants were selected representing their proficiency level in Intro to Analysis II as low, medium and high achievers. Data were gathered through classroom observations, structured interviews and papers where students reflected their proof processes. The data were analyzed through content analysis by using a qualitative analysis software program, Nvivo 7. The findings describe students' proof schemes and approaches, as well as display the patterns in showing the relationship between proof schemes and approaches. 296 SUMMARYPurpose and significance: The purpose of this study is to determine students' views on and processes of constructing proofs. Existing literature reports students' views and ideas about proof (e.g., Raman, 2003), thinking styles (e.g., Almeida, 2000), approaches to proof production (e.g., Weber, 2004b) and their proof schemes (e.g., Harel&Sowder, 1998). It is crucial to investigate students' difficulties in constructing proofs in order to guide students on the way of acquiring proof construction and to develop instructional materials. Therefore, there is a need to conduct cognitive-based research (see, Hart 1994, cited in Weber, 2001. In this study, students' proof construction processes were investigated to explore the cognitive patterns between their proof production approaches and proof schemes.

The implementation of learning in Indonesia is expected to prepare graduates to be able to face the 21st century. One factor that determines competent graduates is teaching material. Teaching material is an important factor in supporting the learning process. However, in learning there are still many print science teaching materials used, science teaching materials downloaded from internet sites and there are no science teaching materials based on integrated STEM approach. This study aimed to describe and analyze the expectations of teachers and students for science teaching materials based on Science, Technology, Engineering, and Mathematics (STEM). The study was conducted in Junior High School in Lampung Province in 8th grade involving 120 students and 50 Science teachers. The method used in this study was mixed method with Sequential Explanatory Strategy. The research instrument used observation, questionnaires and interviews. The results showed that to support STEM-based learning, future science teaching materials were needed included interactive books, e-worksheets, video animation, stimulation and virtual lab. Materials needed in the development of science teaching materials include the pressure of substances and their application in daily life. In the 2013 curriculum the teacher had not prepared science teaching materials based on integrated STEM approach. So in the future it is necessary to develop science teaching materials based on integrated STEM approach to support the learning process that is designed to the maximum and integrated with technology.