Pre-service middle school mathematics teachers' interpretation of logical equivalence in proof by contrapositive

2017-01-01
DEMİRAY, ESRA
Işıksal Bostan, Mine
The purposes of this study are to investigate pre-service middle school mathematics teachers' interpretations of logical equivalence in proof by contrapositive and the reasons for their incorrect interpretations. Data analysis indicated that pre-service middle school mathematics teachers were considerably unsuccessful in interpreting logical equivalence of statements. Lack of knowledge related to indirect proof methods, accepting a true statement as false, suggesting to apply direct proof instead of selecting given choices, and thinking contrapositive statements as unrelated could be regarded as the reasons for their incorrect interpretations.
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)

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Citation Formats
E. DEMİRAY and M. Işıksal Bostan, “Pre-service middle school mathematics teachers’ interpretation of logical equivalence in proof by contrapositive,” presented at the 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55355.