Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving

Autor/in	Ersen, Zeynep Bahar
Titel	Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving
Quelle	In: International Education Studies, 9 (2016) 7, S.88-97 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Student Teacher Attitudes; Mathematical Concepts; Mathematical Logic; Figurative Language; Undergraduate Students; Content Analysis; Phenomenology; Classification; Cognitive Processes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Inhaltsanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Türkei
Abstract	Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers' perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers' perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice mathematics teachers in a public university in Aegean Region. As a data collection tool, to reveal preservice mathematics teachers' metaphorical perceptions towards the proof and proving, the form that includes the blanks in the sentences "Mathematical proof is like… Because…" and "Mathematical proving is like… Because…" Data was analyzed using content analysis method. Sixteen themes about the concept of proof and twenty themes about the concept of proving were composed. After taking a specialist opinion, Miles & Huberman's reliability co-efficient was calculated 0.92. According to the research results; preservice mathematics teachers had positive perceptions for mathematical proof; but in the matter of proving, they had negative perceptions. As a recommendation, it should be conducted to present why preservice mathematics teachers' perceptions about proof and proving are negative by using depth interviews. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01