Mathematical Proof: The Learning Obstacles of Pre-Service Mathematics Teachers on Transformation Geometry

Noto, Muchamad Subali; Priatna, Nanang; Dahlan, Jarnawi Afgani

doi:10.22342/jme.10.1.5379.117-126

Cited by 34 publications

(21 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results, after the teaching of geometric proof in secondary education agreed with the research by Stylianou et al (2015) in which students accept the formal proof as mathematical proof and recognize that empirical proof is not always accepted. However, at the same time the results are in line with the research of Heinze and Reiss (2003) and Noto et al (2019) in which students considered the empirical solution as mathematical proof as well as their difficulty to move from empirical to formal mathematical proof. The peak point is the transmission from the empirical reasoning to the mathematical proof by using teaching processes in respect to students' beliefs, conceptions, cognitive styles and learning styles.…”

Section: Conclusion and Discussionsupporting

confidence: 89%

Young Students' Ability on Understanding and Constructing Geometric Proofs

Aphrodite

Panaoura

2021

SER

View full text Add to dashboard Cite

The present study investigated early secondary education students' ability to understand and to construct geometric proofs before and after the typical teaching of the Euclidean Geometry. At primary education the proof is related to reasoning, while at secondary education the formation of mathematical proof is introduced. Students' difficulties can be examined under the framework of a possible gap. The research tools which were constructed, aimed to investigate the impact of students' conceptions about the structure of proof (experimental, semi-experimental and formal) on their ability to construct geometric proofs and to identify errors on presented to them "proofs". There were two main phases of measurement, before and after the teaching of Euclidean Geometry for the first time at the early grades of secondary education. Results indicated that the majority of the students recognized the value of using mathematical symbols and the necessity of presenting a logical structure of the arguments in order to construct a proof, while at the same time many students preferred the semi-empirical proof as an acceptable form of a constructed mathematical proof. Additionally, results indicated that students had plenty of difficulties to solve tasks related to geometric proof which were presented to them verbally and without any figure. Based on the results of the present study the students' difficulties on studying and constructing geometric proofs are discussed in relation to the teaching practices of the concept of proof at the first grades of secondary education.

show abstract

Section: Conclusion and Discussionsupporting

confidence: 89%

Young Students' Ability on Understanding and Constructing Geometric Proofs

Aphrodite

Panaoura

2021

SER

View full text Add to dashboard Cite

show abstract

“…Based on the results of the interview obtained several problems faced including students difficulty in understanding the material of flat build rectangles and triangles, students tend to memorize the formula given by the teacher so that when given problems regarding rectangles and triangles in other representations of students difficulties, students still difficult to visualize flat builds rectangles and triangles. This is in line with the statement of Noto et al (2019) which mentions there are some obstacles and difficulties that are often faced by students, namely a) learning difficulties related to difficulty applying concepts; b) learning difficulties related to visualizing geometric objects; c) learning difficulties related to difficulties in determining principles; d) learning difficulties related to understanding problems and e) related difficulties in a mathematical proof.…”

Section: Definition Stagesupporting

confidence: 87%

Development of Visual Basic Application Based Learning Media On Flat Building Materials

Sari¹,

Nurjaman

2021

IndoMath

View full text Add to dashboard Cite

This study aims to produce learning media based on a visual basic application of triangles and rectangles. This research is research and development. The method used in this research is a research and development method with a 4-D model (Four-D Model). This development model is modified into 3-D, only until the development stage (Develop). The instrument used in this study was a questionnaire used to assess the validity and practicality of the teaching materials. The validity questionnaire was given to 2 experts in the field of mathematics education and media while the practicality questionnaire was given to students. This research produces learning media based on a visual basic application that is valid, very practical, and effective for use in learning

show abstract

“…Faktor yang mempengaruhi peningkatan keterampilan siswa dalam melakukan pembuktian adalah perilaku mengajar guru (Brunner & Reusser, 2019). Akan tetapi banyak guru yang kurang mampu dalam melakukan pembuktian (Noto, Priatna, & Dahlan, 2019;Tanisli, 2016) dan buku teks yang digunakan memuat kurang dari 6% latihan yang berbasis pembuktian (Thompson, Senk, & Johnson, 2012).…”

Section: A Pendahuluanunclassified

Proses Sistematisasi dalam Pembuktian Matematika

Cholily

Sulfiah

Kusgiarohmah

2020

AKS

View full text Add to dashboard Cite

Mahasiswa sebagai calon guru harus memiliki kemampuan dalam melakukan pembuktian matematis. Kemampuan tersebut berfungsi untuk meyakinkan seseorang akan suatu rumus ataupun teorema. Semakin tinggi kemampuan mahasiswa dalam melakukan pembuktian akan berdampak pada peningkatan keterampilan pembuktian matematika siswa. Secara umum metode pembuktian yang dikenal oleh siswa adalah pembuktian secara langsung dan tidak langsung. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan mahasiswa dalam melakukan pembuktian ditinjau dari proses sistematisasi. Penelitian ini juga bertujuan untuk mengetahui faktor apa saja yang mempengaruhi kemampuan siswa dalam melakukan pembuktian matematis. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif. Hasil penelitian yang dijelaskan secara deskriptif menunjukkan bahwa kemampuan pembuktian mahasiswa ditinjau dari proses sistematisasi masih lemah, mahasiswa belum memahami perbedaan antara rumus, definisi, teorema ataupun sifat. Selain itu, mahasiswa juga belum mengaitkan definisi, sifat, ataupun teorema yang relevan dengan pembuktian yang dilakukan. Akibatnya mahasiswa menyelesaikan soal dengan cara coba-coba. Salah satu faktor yang mempengaruhi hal tersebut yaitu kurangnya latihan dalam mengerjakan soal yang berbasis pembuktian matematika.

show abstract

Mathematical Proof: The Learning Obstacles of Pre-Service Mathematics Teachers on Transformation Geometry

Cited by 34 publications

References 18 publications

Young Students' Ability on Understanding and Constructing Geometric Proofs

Young Students' Ability on Understanding and Constructing Geometric Proofs

Development of Visual Basic Application Based Learning Media On Flat Building Materials

Proses Sistematisasi dalam Pembuktian Matematika

Contact Info

Product

Resources

About