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

Date

2017-01-01

Author

DEMİRAY, ESRA
Işıksal Bostan, Mine

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

191
views

0
downloads

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

Suggestions

OpenMETU
Core

Pre-service middle school mathematics teachers' evaluations of discussions: the case of proof by contradiction Demiray, Esra; Işıksal Bostan, Mine (Springer Science and Business Media LLC, 2017-03-01) The purposes of this study are to investigate whether pre-service middle school mathematics teachers evaluate discussions in the cases regarding proof by contradiction correctly, to what extent they explain their correct evaluations by referring to proof by contradiction, and the reasons of their misinterpretations of discussions in the cases regarding proof by contradiction. Data were collected from pre-service middle school mathematics teachers enrolled in a state university in Ankara, Turkey, by asking t...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
Pre-service middle school mathematics teachers’ (Mis)conceptions of definitions, classifications, and inclusion relations of quadrilaterals Baktemur, Gamze; Civak, Rukiye Ayan; Işıksal Bostan, Mine (2021-10-01) The purpose of this study is to examine pre-service middle school mathematics teachers’ (mis)conceptions related to definitions, classifications, and inclusion relations of convex quadrilaterals through a case study research design. The participants of the study were 20 pre-service middle school mathematics teachers who attended a must course, “The Methods of Teaching Mathematics” in a public university in Ankara, Turkey. Purposive sampling strategy was used to select the participants. The data were collect...
Pre-service middle school mathematics teachers’ understanding of quadrilaterals through the definitions and their relationships Öztoprakçı, Seçil; Çakıroğlu, Erdinç; Department of Elementary Education (2014) The purpose of this study was to examine pre-service mathematics teachers’ cognitive progress in constructing and evaluating quadrilateral definitions and the corresponding quadrilateral hierarchies under the support of the Geometer’s Sketchpad learning activities. The study employed qualitative case study design of which data was collected from 5 pre-service middle school mathematics teachers during the spring semester of 2010-2011. The main data came from one-to-one clinical interview sessions assisted wi...
Pre-service elementary mathematics teachers’ conception of derivative from commognition perspective Yiğitcan Nayir, Özge; Bulut, Safure; Department of Secondary Science and Mathematics Education (2013) The purposes of this study were to investigate pre-service elementary mathematics teachers’ discourse on derivative in group, classroom and individual discussions and determine their conception of derivative. In order to examine pre-service teachers’ discourse on derivative communicational approach to cognition (commognition) was applied. Pre-service teachers’ words and their uses, visual mediators, narratives and routines were analyzed. This study was designed as a qualitative study. Data were collected fr...

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.