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

2017-01-01
DEMİRAY, ESRA
Işıksal Bostan, Mine
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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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.
Contrapositive, Logical equivalence, Pre-service middle school mathematics teachers
https://hdl.handle.net/11511/55355
Department of Mathematics and Science Education, Conference / Seminar
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