TY  - JOUR
T1  - Investigation of Non-Verbal Proof Skills of Preservice Mathematics Teachers’
TT  - Investigation of Nonverbal Proof Skills of Preservice Mathematics Teachers’: A Case Study / Matematik Öğretmen Adaylarının Sözsüz İspat Becerilerinin İncelenmesi: Bir Durum Çalışması
AU  - Demircioğlu, Handan
PY  - 2019
DA  - May
JF  - Eğitim Bilimleri Araştırmaları Dergisi
JO  - EBAD - JESR
PB  - Kürşad YILMAZ
WT  - DergiPark
SN  - 2146-5266
SP  - 21
EP  - 39
VL  - 9
IS  - 1
LA  - en
AB  - The importance of both proof andvisualization has been frequently emphasized in mathematics education. Visualproof or nonverbal proofs are defined as diagrams or illustrations that help usto see why a mathematical expression is correct and how to begin to prove theaccuracy of this statement. The aim of this research is to examine non-verbalproof skills of preservice mathematics teachers’. The study was carried outwith case studies from qualitative research designs. The participants of thestudy consisted of 53 preservice mathematics teachers in a state university inCentral Anatolia. The data were collected with a sample of 3 non-verbal proofsamples directed to preservice teachers. The analysis of the data was made byclassifying the replies of the pre-service teachers according to theirsimilarities and differences. The findings showed that preservice teachersgenerally associate images with geometric figures. In addition, it was alsoseen that those who saw the visual relationship between the given visual andmathematical expression used to show that that the expression is correctinstead of proofing the visual.
KW  - : Proof
KW  - Proof without words
N2  - The importance of both proof and visualizationhas been frequently emphasized in mathematics education. Visual proof ornonverbal proofs are defined as diagrams or illustrations that help us to seewhy a mathematical expression is correct, and how to begin to prove theaccuracy of this statement. The aim of this research is to examine nonverbalproof skills of preservice mathematics teachers. The study was carried out withcase studies, one of the qualitative research designs. The participants of thestudy consisted of 53 preservice mathematics teachers at a state university inCentral Anatolia, Turkey. The data were collected with a sample of threenonverbal proof samples directed to preservice teachers. The analysis of thedata classified the preservice teachers’ responses according to theirsimilarities and differences. The findings showed that preservice teachersgenerally associate images with geometric figures. In addition, it was alsoseen that those who saw the visual relationship between the given visual andmathematical expression used it to show the expression as correct instead ofproofing the visual.
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UR  - https://dergipark.org.tr/tr/pub/ebader/issue//535952
L1  - https://dergipark.org.tr/tr/download/article-file/708227
ER  -