A Comparative Research on Proving: The Case of Prospective Mathematics Teachers

Autor/inn/en	Oflaz, Gülçin; Polat, Kübra; Özgül, Duygu Altayli; Alcaide, Mario; Carrillo, José
Titel	A Comparative Research on Proving: The Case of Prospective Mathematics Teachers
Quelle	In: Higher Education Studies, 9 (2019) 4, S.92-111 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Validity; Mathematical Logic; Preservice Teacher Education; Preservice Teachers; Mathematics Skills; Foreign Countries; Geometric Concepts; Turkey; Spain + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Lehramtsstudiengang; Lehrerausbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Elementare Geometrie; Türkei; Spanien
Abstract	It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers' beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers' responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01