Matematik Öğretmen Adaylarının Kanıt Becerilerinin Gelişiminin İncelenmesi

Abstract

Mathematical proof, in addition to its duties such as verifying and explaining a claim, helps to understand mathematics and constitute new information, thereby increasing its importance in mathematics education. Proving skills need to be developed to learn mathematics and find effective solutions in real-life problem situations. Given the importance of proof in mathematics education, it is critical to develop appropriate teaching practices to increase pre-service teachers' knowledge of proof, proving, and understanding levels, particularly in mathematics teacher training programs, to provide effective and permanent mathematics learning for future students. In this research, the effects Design of Proof Teaching which was applied by identifying the points that pre-service mathematics teachers had difficulty with, and supported by appropriate lectures and proof tasks, on the development of proof skills was examined. This research, the design-based research, was carried out with the study group, which was determined by using the criterion sampling method, consists of ten volunteer mathematics teacher candidates studying at a state university in Ankara. In this research, firstly, applications were made to determine the current situation of the participants regarding the concept of proof and proving. As a result of these applications, lessons were planned and carried out to eliminate the deficiencies identified. Then, appropriate proof tasks were designed and applied to the participants. Data from the proof tasks and individual interviews of participants after the proof tasks were analyzed by qualitative analysis method and evaluated together. According to the findings, Design of Proof Teaching contributed to the development of the participants' proving skills.