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

Date

2017-01-01

Author

DEMİRAY, ESRA
Işıksal Bostan, Mine

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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.

Subject Keywords

Contrapositive, Logical equivalence, Pre-service middle school mathematics teachers

URI

https://hdl.handle.net/11511/55355

Conference Name

10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)

Collections

Department of Mathematics and Science Education, Conference / Seminar

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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.