Prospectıve Mathematıcs Teachers’ Dıffıcultıes In Doıng Proofs And Causes Of Theır Struggle Wıth Proofs_ERIC

Year 2015, Volume: 10 Issue: 2, 315 - 328, 01.04.2016

Muhammet Doruk , Abdullah Kaplan

Abstract

This research aims to expose prospective mathematics teachers’ difficulties while proving, as well as the reasons behind such difficulties. The research includes 121 second year undergraduate prospective teachers studying at the primary mathematics teaching department of a state university in Turkey. The study has found that prospective teachers had serious deficiencies in doing proof. The primary difficulty experienced
by prospective teachers is expressing definitions. This difficulty is respectively followed by understanding theorem statement, using mathematical language and notations, selecting proper proof strategy and method, distinguishing concepts, creating a proof structure using definitions, and the difficulty of expressing thoughts. In addition, interviews have been conducted with seven prospective teachers representing each difficulty using semi-structured interview form. Interviews with the participants have shown that the major causes of such difficulties stem from prospective teachers having a negative attitude about proofs, and the various shortcomings in learning and teaching proofs.

Keywords

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PROSPECTIVE MATHEMATICS TEACHERS’ DIFFICULTIES IN DOING PROOFS AND CAUSES OF THEIR STRUGGLE WITH PROOFS

Abstract

This research aims to expose prospective mathematics teachers’ difficulties while proving, as well as the reasons behind such difficulties. The research includes 121 second year undergraduate prospective teachers studying at the primary mathematics teaching department of a state university in Turkey. The study has found that prospective teachers had serious deficiencies in doing proof. The primary difficulty experienced by prospective teachers is expressing definitions. This difficulty is respectively followed by understanding theorem statement, using mathematical language and notations, selecting proper proof strategy and method, distinguishing concepts, creating a proof structure using definitions, and the difficulty of expressing thoughts. In addition, interviews have been conducted with seven prospective teachers representing each difficulty using semi-structured interview form. Interviews with the participants
have shown that the major causes of such difficulties stem from prospective teachers having a negative attitude about proofs, and the various shortcomings in learning and teaching proofs. 

Keywords

Mathematical proof, difficulties in proof, prospective mathematics teachers, mathematics education

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