3. PRESERVICE MIDDLE SCHOOL MATHEMATICS TEACHERS’ CONCEPTIONS OF PROOF

• In Event: POSTER GROUP 1

Description

Thirty-two junior preservice middle school mathematics teachers’ conceptions of proof were investigated through their responses to a written task. Participants were asked to evaluate given mathematical arguments trying to prove two given statements; one from algebra and one from geometry. Findings showed that preservice teachers mainly relied on intuitive and authoritarian reasons and general terms in the argument while explaining their reasoning for accepting an algebraic argument as a proof. Although preservice teachers employed intuitive reasons and idea of generality in geometry task, they did not mention authoritarian reasons.

Authors

• Merve Arslan, Middle East Technical University

• Gozde Kaplan, Middle East Technical University

• Cigdem Haser, Middle East Technical University