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

Belin, Mervenur; Akar, Gulseren Karagoz

doi:10.1016/j.jmathb.2020.100757

Cited by 4 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Perpendicular and hypotenuse are known, so the Pythagorean theorem can be used to prove it. Some students struggle with mathematical proof due to a lack of knowledge about the definitions of terms and statements and how to use them in proof, a lack of understanding of concepts, and a lack of generating and using students' examples of evidence-based statements (Belin & Akar, 2020;Moore, 1994). The description of the student's answers' results is then coded to identify the achievement of the student's geometric thinking level.…”

Section: Figure 3 Deductive Reasoning Used By M1 Student To Prove Phy...mentioning

confidence: 99%

Effect of Two-Dimensional Geometry Learning on Geometric Thinking of Undergraduate Students During the COVID-19 Pandemic

2023

JHETP

View full text Add to dashboard Cite

This study aimed to analyze the effect of two-dimensional geometry learning on the geometric thinking of undergraduate students during the COVID-19 pandemic. This qualitative research involved students in the sixth semester. Data were collected using documentation, test descriptions, and interviews. The results showed there are some reasons why the students faced difficulty in mastering a higher level of geometric thinking: the lack of understanding of the concepts in geometry, the lack of knowledge of the definitions of terms and statements, and how to use them to prove. This study concludes that the variation in the geometric thinking level of undergraduate students shows that there are various students' abilities in two-dimensional geometry, starting from mastering concepts, definitions, and theorems to their use in proof. The suggestion is that several strategies are needed to serve these variations, starting from learning assistance and using diverse learning media. Stakeholders, teachers, and prospective teachers can use the results of this study to improve their understanding of geometry and how to teach it in schools.

show abstract

Section: Figure 3 Deductive Reasoning Used By M1 Student To Prove Phy...mentioning

confidence: 99%

Effect of Two-Dimensional Geometry Learning on Geometric Thinking of Undergraduate Students During the COVID-19 Pandemic

2023

JHETP

View full text Add to dashboard Cite

show abstract

“…When in the role of teachers, the greatest difficulties are related to implementing high-level tasks related to reasoning and demonstration and managing students' pre-existing habits of mind that were not attuned to mathematical sense-making (Stylianides et al, 2013). Belin and Akar (2020) addressed argumentation with real numbers and showed that after instruction where different representations were worked on, prospective teachers generated their own examples and drew diagrams while explaining the statements and notations given in the argumentations, where decimals were used to work with periodic numbers. This type of instruction can overcome epistemological obstacles, as per Bachelard (1938) on the comparison between numbers using different periodic notations (Mena-Lorca et al, 2014).…”

Section: / 18mentioning

confidence: 99%

Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback

Gaona

Menares

2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

This article reports the argumentation work of a group of trainee mathematics teachers in an experiment carried out in a virtual class (due to the emergence of COVID-19) during 2020. They worked with a task on fractions in an online assessment system with questions with random parameters and infinite possible correct answers. This was followed by a discussion of the strategies and the justifications, arguments and validations of these strategies and other conjectures that emerged. This article analyzes this work from a qualitative approach using the Mathematical Working Space as a theoretical framework. The results show that the discussion work led the trainee teachers to find interpretations for the algorithms processed by the computer, enhancing epistemic discourse and argumentation in the context of the use of technological artifacts. In turn, the same discourses allowed the future teachers to instrumentalize the processes to be used in new tasks.

show abstract

Teachers’ knowledge of different forms of complex numbers through quantitative reasoning

Akar,

Belin,

Arabacı

et al. 2024

Mathematical Thinking and Learning

View full text Add to dashboard Cite

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

Cited by 4 publications

References 29 publications

Effect of Two-Dimensional Geometry Learning on Geometric Thinking of Undergraduate Students During the COVID-19 Pandemic

Effect of Two-Dimensional Geometry Learning on Geometric Thinking of Undergraduate Students During the COVID-19 Pandemic

Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback

Teachers’ knowledge of different forms of complex numbers through quantitative reasoning

Contact Info

Product

Resources

About