Investigation of undergraduate students’ perceptions of mathematical proof

Anapa, Pınar; Şamkar, Hatice

doi:10.1016/j.sbspro.2010.03.399

Cited by 16 publications

(9 citation statements)

References 7 publications

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“…In the light of this finding, it is concluded that 34.5% of participants have negative perception about proving. Similarly, in previous studies it is determined that students and teacher candidates at all levels have difficulty in proving, they do not like it and also find it boring (Almeida, 2000;Anapa & Samkar, 2010;Aydoğdu et al, 2003;Morris, 2002;Nyaumwe & Buzuzi, 2007;Raman, 2003;Recio & Godino, 2001;Stylianides et al, 2007;Weber, 2001;Weber, 2004). However, as a result of the literature search, it is found, some studies that have concluded that proving is a process that is memorized, have no contribution and unnecessary (Doruk & Güler, 2014;Knuth, 2002;Morali, Ugurel, Türnüklü, & Yesildere, 2006).…”

Section: Resultsmentioning

confidence: 85%

“…When the curriculum in Turkey is looked into, it is seen that a regulation in learning environment is suggested for students to help them to be able to do problem solving effectively, explain their solutions and thoughts considering, to relate mathematics to both within itself and with other fields and to make inferences about logical induction and deduction (Ministry of National Education [MoNe], 2005; Ministry of National Education [MoNe], 2013). Despite the emphasis on mathematical proving in the curriculum, it has been determined in researches that students and mathematics teacher candidates have difficulty in recognizing mathematical proving (Almeida, 2000;Anapa & Samkar, 2010;Arsac, 2007;Aydogdu, Olkun, & Toluk, 2003;Morris, 2002;Nyaumwe & Buzuzi, 2007;Raman, 2003;Recio & Godino, 2001;Stylianides, Stylianides, & Philippou, 2007;Weber, 2004). It has also been determined that the perceptions and experiences of teachers and teacher candidates about mathematical proving directly influence their mathematical proving abilities, and also this influence the students' proving ability gaining processes (Almeida, 2003;Knuth, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Examination of the metaphorical perceptions of mathematics teacher candidates towards mathematical proving

Yazlık¹

2019

ADN

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The purpose of this study is to examine mathematics teacher candidates' perceptions about mathematical proving through metaphors. The participants of the research were 203 mathematics teacher candidates who were having education at the Faculty of Education of the two state universities in the Central Anatolia region, and they were selected on the basis of volunteerism. As a means of data collection, the mathematics teacher candidates were given papers which were written "proving is like...... because......." on. While the metaphors developed by mathematics teacher candidates were being analyzed, the appropriate and inappropriate metaphors were determined. Then, the sources of metaphors developed by mathematics teacher candidates for proving were read in detail, and these metaphors were classified according to their similarities, and categorized. At the end of the content analysis, the metaphors developed by the participants were collected under a total of 12 conceptual categories. When these categories were examined, it was found that 35% of the participants perceived proving as a difficult, complex, boring and unnecessary process, and their perceptions about proving were negative, while the remaining participants (65%) had positive perceptions towards proving, and generally the metaphors obtained were towards explaining the nature of proving.

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Section: Resultsmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Examination of the metaphorical perceptions of mathematics teacher candidates towards mathematical proving

Yazlık¹

2019

ADN

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“…Oleh karena itu, langkah pertama dalam membantu siswa mengatasi kesulitan tersebut adalah menentukan persepsi mereka tentang pembuktian. Penting bagi peneliti untuk melakukan penelitian terkait dengan persepsi mahasiswa dalam menyusun bukti matematis (Almeida, 2000;Anapa, 2010;Aylar, 2014;Basturk, 2010;Lesseig et al, 2019;Studies, 2016) Tujuan dari penelitian ini adalah untuk meneskripsikan bagaimana persepsi mahasiswa dalam memvalidasi bukti matematis. Harapannya adalah bahwa penelitian ini dapat digunakan sebagai refleksi, untuk mempersiapkan mahasiswa untuk pemahaman mendalam mereka tentang proses menyusun bukti matematis.…”

Section: Pendahuluanunclassified

Persepsi Mahasiswa Dalam Memvalidasi Bukti Matematis

Matitaputty¹

2020

jumadika

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This study aims to describe the perceptions of prospective students in the first year in validating mathematical proof. This student's perception is discussed based on the answers given to the proof of a theorem. This research is a qualitative research. The subjects in this study were three students from the second semester mathematics education study program at a university in East Java. Research subjects were chosen deliberately with the following considerations: prospective teacher students who use examples in making mathematical proof and good communication skills make research can facilitate students' perceptions in writing mathematical proof. The results showed that students had perceptions about who gave several examples so that the proof was called valid, one example of denying it could prove it was invalid and using formal proof that proved it could be proven valid

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“…Çalışmaların bir kısmı da öğrencilerin ispat algılarını ortaya çıkarmaya ve sınıflandırmaya yöneliktir (Almeida, 2000;Köğce, 2013). Bazı araştırmalar ise ispata yönelik görüşlerin öğrencilerin cinsiyetlerine, sınıf düzeylerine ve öğrenim gördükleri bölümlere göre farklılaşıp farklılaşmadığı üzerine odaklanmıştır (Anapa & Şamkar, 2010;Doruk & Güler, 2014;Kayagil, 2012;Turgut, Yenilmez & Uygan, 2013).…”

Section: Introductionunclassified

“…İspata yönelik görüşlerin matematik öğretmeni olma potansiyeli taşıyan öğrenci grupları arasında farklılaşmanın olup olmadığını araştıran çalışmalardan elde edilen sonuçlarda da tam bir uzlaşının olmadığını söylemek mümkündür. Sınırlı sayıda yapılan bu çalışmaların bazılarında ispata yönelik görüşlerinin ilköğretim matematik öğretmeni adayları ile matematik öğretmenliği formasyon programı öğrencileri arasında (Turgut vd., 2013) ve ilköğretim matematik öğretmeni adayları ile matematik ve bilgisayar bölümü öğrencileri (Anapa & Şamkar, 2010) arasında anlamlı bir şekilde farklılaşmadığı tespit edilmiştir. İmamoğlu (2010) doktora tez çalışmasında, ilköğretim ve ortaöğretim matematik öğretmeni adayları ile matematik bölümü öğrencilerinin ispata yönelik tutum-inançlarını karşılaştırmıştır.…”

Section: Introductionunclassified