Prospectıve Mathematıcs Teachers' Dıffıcultıes In Doıng Proofs And Causes Of Theır Struggle Wıth Proofs_ERIC

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dc.contributor.authorDoruk, Muhammet
dc.contributor.authorKaplan, Abdullah
dc.date.accessioned2026-02-28T12:43:29Z
dc.date.available2026-02-28T12:43:29Z
dc.date.issued2015
dc.departmentBayburt Üniversitesi
dc.description.abstractThis research aims to expose prospective mathematics teachers' difficulties while proving, as well as the reasons behind such difficulties. The research includes 121 second year undergraduate prospective teachers studying at the primary mathematics teaching department of a state university in Turkey. The study has found that prospective teachers had serious deficiencies in doing proof. The primary difficulty experiencedby prospective teachers is expressing definitions. This difficulty is respectively followed by understanding theorem statement, using mathematical language and notations, selecting proper proof strategy and method, distinguishing concepts, creating a proof structure using definitions, and the difficulty of expressing thoughts. In addition, interviews have been conducted with seven prospective teachers representing each difficulty using semi-structured interview form. Interviews with the participants have shown that the major causes of such difficulties stem from prospective teachers having a negative attitude about proofs, and the various shortcomings in learning and teaching proofs.
dc.description.abstractThis research aims to expose prospective mathematics teachers' difficulties while proving, as well as the reasons behind such difficulties. The research includes 121 second year undergraduate prospective teachers studying at the primary mathematics teaching department of a state university in Turkey. The study has found that prospective teachers had serious deficiencies in doing proof. The primary difficulty experienced by prospective teachers is expressing definitions. This difficulty is respectively followed by understanding theorem statement, using mathematical language and notations, selecting proper proof strategy and method, distinguishing concepts, creating a proof structure using definitions, and the difficulty of expressing thoughts. In addition, interviews have been conducted with seven prospective teachers representing each difficulty using semi-structured interview form. Interviews with the participantshave shown that the major causes of such difficulties stem from prospective teachers having a negative attitude about proofs, and the various shortcomings in learning and teaching proofs.
dc.identifier.endpage328
dc.identifier.issn1307-1076
dc.identifier.issn2687-3281
dc.identifier.issue2
dc.identifier.startpage315
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8164
dc.identifier.volume10
dc.language.isoen
dc.publisherBayburt University
dc.relation.ispartofBayburt Eğitim Fakültesi Dergisi
dc.relation.ispartofBayburt Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260218
dc.subjectOther Fields of Education
dc.subjectAlan Eğitimleri
dc.titleProspectıve Mathematıcs Teachers' Dıffıcultıes In Doıng Proofs And Causes Of Theır Struggle Wıth Proofs_ERIC
dc.title.alternativePROSPECTIVE MATHEMATICS TEACHERS' DIFFICULTIES IN DOING PROOFS AND CAUSES OF THEIR STRUGGLE WITH PROOFS
dc.typeArticle

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