Assessment Of Students Preferred Proof Schemes In The Context Of The Analysis Course

Year 2024, Volume: 13 Issue: 2, 274 - 284, 16.04.2024

Bahar Dinçer

Abstract

This study investigated the proof schemes preffered by prospective teachers in the analytics courses. This study is a case study focused on qualitative data. In the study, an open-ended questionaire was applied to 12 prospective teachers. They were asked to describe the most memorable proof that was covered in the analytics 1 and analytic 2 courses. Evaluation of these answers showed that the most memorized proof scheme was the transformational proof scheme. First-year students used their preferred proof method, without any structured form, and because they had adequate prior knowledge, they utilized the transformational proof scheme, despite the fact that this scheme demands upper-class level and strong academic understanding. In conclusion, prospective teachers may show a tendency to display a high-level proof scheme by combining their prior knowledge to the proof with the highest level of memorability.

Keywords

Proof schemes, proof, mathematics education

Öğrencilerin Analiz Dersi Kapsamında Tercih Ettikleri İspat Şemaları Üzerine Bir İnceleme

Abstract

Bu araştırmada öğretmen adaylarının analiz dersinde tercih ettikleri ispat şemaları incelenmiştir. Nitel araştırma yaklaşımın benimsendiği bu çalışma bir durum çalışmasıdır. Araştırmada, 12 öğretmen adayına açık uçlu soru formu uygulanmıştır. Uygulama kapsamında öğrencilere analiz 1 ve analiz 2 dersi kapsamında akıllarında en çok kalan ispat sorulmuş ve yanıtlarındaki ispat şemaları incelenmiştir. Buna göre öğretmen adaylarının akıllarında en çok kalan ispat şeması dönüşümsel ispat şeması olmuştur. Dönüşümsel ispat şeması üst sınıf düzeyi ve yüksek akademik bilgi düzeyi gerektiren bir yaklaşım olmasına karşın, bu çalışma kapsamında birinci sınıf öğrencilerinin dönüşümsel ispat şemasını tercih etmesinin sebebi öğrencilerin herhangi bir yapılandırılmış format olmadan, kendi tercih ettikleri ispatı yapmaları ve dolayısı ile yeterli ön bilgiye sahip olmaları ile açıklanabilir. Sonuç olarak öğretmen adayları akılda kalıcılık düzeyi en yüksek ispatı ön bilgileri ile birleştirerek üst düzey bir ispat şeması sergileme eğilimi gösterebilirler.

Keywords

İspat şemaları, ispat, matematik eğitimi

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