Preservice Elementary Teachers' Conceptions of Proof in the Context of Science and Mathematics

• In Event: Roundtable Session 53
  In Roundtable Session: Strategies to Support Preservice Teachers in Developing Mathematics Knowledge for Teaching

Abstract

In this study we investigated pre-service elementary teachers’ (PSTs) knowledge of an essential concept—proofs and how this concept is used in different context—science and math by PSTs. Multiple qualitative data sources were used to understand PSTs’ conceptions of proof in different contexts. The intervention focusing on proof and scientific evidence in science and math context took place six weeks in a science method course. Results indicated that PSTs held misconceptions regarding to proof and scientific evidence at the beginning of the intervention. Improvements in their views have been detected at the end of the study.

Authors

• Zulfiye Zeybek, Gazi Osman Pasa University

• Kader Bilican, Kirikkale University

• Elif Tugce Karaca, kırıkkale university