Pre-Service Classroom Teachers' Proof Schemes in Geometry: A Case Study of Three Pre-service Teachers

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OFLAZ G., Bulut N., Akcakin V.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, no.63, pp.133-152, 2016 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2016
  • Doi Number: 10.14689/ejer.2016.63.8
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.133-152
  • Keywords: Teaching mathematics, proving, teacher candidate, MATHEMATICS
  • Gazi University Affiliated: Yes


Problem Statement: Recent research and evaluation reports show that students are not learning geometry efficiently. One identifier of student understanding related to geometry is teachers' knowledge structures. Understanding what a proof is and writing proofs are essential for success in mathematics. Thus, school mathematics should include proving activities. Proofs are at the heart of mathematics, and proving is complex; teachers should help their students develop these processes in the early grades. The success of this process depends on teachers' views about the essence and forms of proofs. Hence, it is necessary to investigate the classroom teachers' perceptions related to proofs.