The Views of Elementary Mathematics Education Preservice Teachers on Proving
This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.
[1] J. K. LEE, " Philosophical perspectives on proof in mathematics
education", Philosophy of Mathematics Education, vol.16, 2002.
http://www.ex.ac.uk/~PErnest/pome16/docs/lee.pdf ( 24 December
2008)
[2] G. Hanna, H. N. Jahnke, "Prof and proving". In A. J. Bishop, K.
Clements, C. Keitel, J. Kilpatric, & C. Laborde (eds.), International
Handbook of Mathematics Education, Dordrecht, Netherlands: Kluwer
Academic Publishers, pp. 877 - 908, 1996.
[3] P. Kitcher, The nature of mathematical knowledge. New York: Oxford
University Press, 1984.
[4] G. Polya, Mathematical discovery: on understanding, learning and
teaching problem solving (combined ed.). New York: Wiley, 1981.
[5] E. J. Knuth, " Teachers- conceptions of prof in the context of secondary
school mathematics". Journal of Mathematics Teachers Education, vol.
5, pp. 61 - 88, 2002.
[6] M.A. Mariotti,. "Prof and Proving in Mathematic Education", In
Gutierrez, A., Bosero, P. (eds.), Handbook of Research on the Pschology
of MathematicsEducation: Past, Present and Future, pp. 173,204, 2006.
[7] P. Ernest, " The ─░mpacts of Beliefs on Teaching", In Keitel, C.,
Damerow, P., Bishop, A., Gerdes, P. (eds.), Mathematics Education and
Society, Paris, UNESCO, pp. 99-101, 1989.
[8] F. Furinghetti, " Teacher Education Through the History of
Mathematics", Educational Studies in Mathematics, 2007.
[9] A. G. Thompson, "Teachers- Beliefs and Conceptions: a synthesis of the
research", In D. A. Grows (ed.), Handbook of Research on Mathematics
Teaching and Learning, pp. 127-146, New York: Macmillan, 1992.
[10] F. Morselli, "High school pre-service teachers- beliefs about proof:
some reflections for & from a training course", 2008, from
http://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/MORSEL.
pdf (24 December 2008)
[11] D. Almedia, "Pupils- proof potential", International Journal of
Mathematical Education in Science and Technology, vol. 32, no.1, pp.
53-60, 2001.
[12] A. J. Stylianides., G. J. Stylianides, G. N. Philippou, "Undergraduate
students- understanding of the contraposition equivalence rule in
symbolic and verbal contexts." Educational Studies in Mathematics, 55,
pp. 133-162, 2004.
[13] R.C. Moore,."Making the transition to formal proof". Educational
Studies in Mathematics, 27, pp. 249-266, 1994.
[14] B. S. Edwards, M. B. Ward, "Surprises from Mathematics Education
Research: Student (Mis)use of Mathematical Definitions". The American
Mathematical Monthly,111, pp. 411-424, 2004.
[1] J. K. LEE, " Philosophical perspectives on proof in mathematics
education", Philosophy of Mathematics Education, vol.16, 2002.
http://www.ex.ac.uk/~PErnest/pome16/docs/lee.pdf ( 24 December
2008)
[2] G. Hanna, H. N. Jahnke, "Prof and proving". In A. J. Bishop, K.
Clements, C. Keitel, J. Kilpatric, & C. Laborde (eds.), International
Handbook of Mathematics Education, Dordrecht, Netherlands: Kluwer
Academic Publishers, pp. 877 - 908, 1996.
[3] P. Kitcher, The nature of mathematical knowledge. New York: Oxford
University Press, 1984.
[4] G. Polya, Mathematical discovery: on understanding, learning and
teaching problem solving (combined ed.). New York: Wiley, 1981.
[5] E. J. Knuth, " Teachers- conceptions of prof in the context of secondary
school mathematics". Journal of Mathematics Teachers Education, vol.
5, pp. 61 - 88, 2002.
[6] M.A. Mariotti,. "Prof and Proving in Mathematic Education", In
Gutierrez, A., Bosero, P. (eds.), Handbook of Research on the Pschology
of MathematicsEducation: Past, Present and Future, pp. 173,204, 2006.
[7] P. Ernest, " The ─░mpacts of Beliefs on Teaching", In Keitel, C.,
Damerow, P., Bishop, A., Gerdes, P. (eds.), Mathematics Education and
Society, Paris, UNESCO, pp. 99-101, 1989.
[8] F. Furinghetti, " Teacher Education Through the History of
Mathematics", Educational Studies in Mathematics, 2007.
[9] A. G. Thompson, "Teachers- Beliefs and Conceptions: a synthesis of the
research", In D. A. Grows (ed.), Handbook of Research on Mathematics
Teaching and Learning, pp. 127-146, New York: Macmillan, 1992.
[10] F. Morselli, "High school pre-service teachers- beliefs about proof:
some reflections for & from a training course", 2008, from
http://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/MORSEL.
pdf (24 December 2008)
[11] D. Almedia, "Pupils- proof potential", International Journal of
Mathematical Education in Science and Technology, vol. 32, no.1, pp.
53-60, 2001.
[12] A. J. Stylianides., G. J. Stylianides, G. N. Philippou, "Undergraduate
students- understanding of the contraposition equivalence rule in
symbolic and verbal contexts." Educational Studies in Mathematics, 55,
pp. 133-162, 2004.
[13] R.C. Moore,."Making the transition to formal proof". Educational
Studies in Mathematics, 27, pp. 249-266, 1994.
[14] B. S. Edwards, M. B. Ward, "Surprises from Mathematics Education
Research: Student (Mis)use of Mathematical Definitions". The American
Mathematical Monthly,111, pp. 411-424, 2004.
@article{"International Journal of Business, Human and Social Sciences:60784", author = "Belma Turker and Cigdem Alkas and Ebru Aylar and Ramazan Gurel and Oylum Akkus Ispir", title = "The Views of Elementary Mathematics Education Preservice Teachers on Proving", abstract = "This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.
", keywords = "Belief on Proving, Mathematics Education,Proof.", volume = "4", number = "7", pages = "1781-5", }
