Authors: Esra Demiray Mine Işıksal Bostan
Publish Date: 2015/08/25
Volume: 15, Issue: 1, Pages: 109-130
Abstract
The purposes of this study are to investigate Turkish preservice middle school mathematics teachers’ ability in conducting valid proofs for statements regarding numbers and algebra in terms of their year of enrollment in a teacher education program to determine the proof methods used in their valid proofs and to examine the reasons for their invalid arguments A proof questionnaire containing three proof statements was administered to 115 preservice middle school mathematics teachers in a large state university in Ankara Turkey The results showed that more than half of the preservice teachers were able to conduct valid proofs for the given statements In terms of year levels it was seen that the seniors were the least successful group in conducting valid proofs for each statement When preservice teachers’ valid proofs were analyzed it was concluded that mathematical induction and direct proof were the mostly used methods for the given statements When preservice teachers’ invalid arguments were analyzed it was seen that “inserting numbers to verify the given statement” and “rewriting the givens in the statement” were the common reasons for stating invalid arguments
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