**Commenced**in January 2007

**Frequency:**Monthly

**Edition:**International

**Paper Count:**31533

##### The Views of Elementary Mathematics Education Preservice Teachers on Proving

**Authors:**
Belma Turker,
Cigdem Alkas,
Ebru Aylar,
Ramazan Gurel,
Oylum Akkus Ispir

**Abstract:**

This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.

**Keywords:**
Belief on Proving,
Mathematics Education,
Proof.

**Digital Object Identifier (DOI):**
doi.org/10.5281/zenodo.1077872

**References:**

[1] J. K. LEE, " Philosophical perspectives on proof in mathematics education", Philosophy of Mathematics Education, vol.16, 2002. http://www.ex.ac.uk/~PErnest/pome16/docs/lee.pdf ( 24 December 2008)

[2] G. Hanna, H. N. Jahnke, "Prof and proving". In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatric, & C. Laborde (eds.), International Handbook of Mathematics Education, Dordrecht, Netherlands: Kluwer Academic Publishers, pp. 877 - 908, 1996.

[3] P. Kitcher, The nature of mathematical knowledge. New York: Oxford University Press, 1984.

[4] G. Polya, Mathematical discovery: on understanding, learning and teaching problem solving (combined ed.). New York: Wiley, 1981.

[5] E. J. Knuth, " Teachers- conceptions of prof in the context of secondary school mathematics". Journal of Mathematics Teachers Education, vol. 5, pp. 61 - 88, 2002.

[6] M.A. Mariotti,. "Prof and Proving in Mathematic Education", In Gutierrez, A., Bosero, P. (eds.), Handbook of Research on the Pschology of MathematicsEducation: Past, Present and Future, pp. 173,204, 2006.

[7] P. Ernest, " The ─░mpacts of Beliefs on Teaching", In Keitel, C., Damerow, P., Bishop, A., Gerdes, P. (eds.), Mathematics Education and Society, Paris, UNESCO, pp. 99-101, 1989.

[8] F. Furinghetti, " Teacher Education Through the History of Mathematics", Educational Studies in Mathematics, 2007.

[9] A. G. Thompson, "Teachers- Beliefs and Conceptions: a synthesis of the research", In D. A. Grows (ed.), Handbook of Research on Mathematics Teaching and Learning, pp. 127-146, New York: Macmillan, 1992.

[10] F. Morselli, "High school pre-service teachers- beliefs about proof: some reflections for & from a training course", 2008, from http://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/MORSEL. pdf (24 December 2008)

[11] D. Almedia, "Pupils- proof potential", International Journal of Mathematical Education in Science and Technology, vol. 32, no.1, pp. 53-60, 2001.

[12] A. J. Stylianides., G. J. Stylianides, G. N. Philippou, "Undergraduate students- understanding of the contraposition equivalence rule in symbolic and verbal contexts." Educational Studies in Mathematics, 55, pp. 133-162, 2004.

[13] R.C. Moore,."Making the transition to formal proof". Educational Studies in Mathematics, 27, pp. 249-266, 1994.

[14] B. S. Edwards, M. B. Ward, "Surprises from Mathematics Education Research: Student (Mis)use of Mathematical Definitions". The American Mathematical Monthly,111, pp. 411-424, 2004.