TIPE PEMBUKTIAN MAHASISWA CALON GURU MATEMATIKA

Mu'jizatin Fadiana(1*), Yulaikah Yulaikah(2), Lajianto Lajianto(3),

(1) Universitas PGRI Ronggolawe Tuban
(2) Universitas PGRI Ronggolawe
(3) Universitas PGRI Ronggolawe
(*) Corresponding Author


Abstract


The ability to prove formal mathematics is an important ability that must be mastered by undergraduate prospective mathematics teachers. However, students who are prospective mathematics teachers have difficulty in constructing proof in mathematics courses. Therefore, this study aims to explore the tendency of mathematical proof methods for prospective mathematics teachers in second year lectures. The method used in this research is quantitative descriptive research. Participants in this study were 30 prospective mathematics teachers at a tertiary institution in Tuban, East Java. The research instrument is a simple task of compiling mathematical evidence. The results of the study were analyzed using the classification of types of proof by Miyazaki, namely classifying the types of deductive and inductive reasoning. The results showed that prospective mathematics teachers had a greater tendency to use deductive reasoning than using inductive reasoning. Type A proof is the most common type of proof. In addition, around 70% of prospective teachers still experience difficulties in compiling evidentiary tasks.


Keywords


deductive-inductive proofing, mathematical proof, prospective teachers

References


Balacheff, N. (2010). Bridging knowing and proving in mathematics: A didactical perspective. In Explanation and Proof in Mathematics: Philosophical and Educational Perspectives. https://doi.org/10.1007/978-1-4419-0576-5_9

Corriveau, C. (2017). Secondary-to-tertiary comparison through the lens of ways of doing mathematics in relation to functions: a study in collaboration with teachers. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-016-9719-2

De Villiers, M. (2010). Experimentation and proof in mathematics. In Explanation and Proof in Mathematics: Philosophical and Educational Perspectives. https://doi.org/10.1007/978-1-4419-0576-5_14

Demiray, E., & Işıksal Bostan, M. (2017). An Investigation of Pre-service Middle School Mathematics Teachers’ Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-015-9664-z

Di Martino, P., & Gregorio, F. (2019). The Mathematical Crisis in Secondary–Tertiary Transition. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-018-9894-y

Fadiana, M., Amin, S. M., Lukito, A., Wardhono, A., & Aishah, S. (2019). Assessment of seventh grade students’ capacity of logical thinking. Jurnal Pendidikan IPA Indonesia, 8(1), 75–80. https://doi.org/10.15294/jpii.v0i0.11644

Fadiana, M., Amin, S. M., Lukito, A., & Warli. (2019). How concrete operational student generalize the pattern?: Use semiotic perspective. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1188/1/012032

Knuth, E. J. (2002). Secondary school mathematics teachers’ conceptions of proof. Journal for Research in Mathematics Education, 33(5), 379–405. https://doi.org/10.2307/4149959

Köǧce, D., Aydin, M., & Yildiz, C. (2010). The views of high school students about proof and their levels of proof (The case of Trabzon). Procedia - Social and Behavioral Sciences, 2(2), 2544–2549. https://doi.org/10.1016/j.sbspro.2010.03.370

Lee, K. (2012). Students’ logical reasoning and mathematical proving of implications. Dissertation Abstracts International Section A: Humanities and Social Sciences, 72(8-A), 2680. http://ezproxy.umsl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-99030-284&site=ehost-live&scope=site

Miyazaki, M. (2000). Levels of Proof in Lower Secondary School Mathematics. Educational Studies in Mathematics. https://doi.org/10.1023/A:1003956532587

Miyazaki, M., Fujita, T., & Jones, K. (2017). Students’ understanding of the structure of deductive proof. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-016-9720-9

Morselli, F. (2006). Use of Examples in Conjecturing and Proving: an Exploratory Study. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education.

Selden, J., Benkhalti, A., & Selden, A. (2014). An analysis of transition-to-proof course students’ proof constructions with a view towards course redesign. Proceedings of the 17 Th Annual Conference on Research in Undergraduate Mathematics Education, SEPTEMBER 2014, 246–259.

Shaker, H., & Berger, M. (2016). Students’ difficulties with definitions in the context of proofs in elementary set theory. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 80–90. https://doi.org/10.1080/10288457.2016.1145449

Simon, M. A. (2020). Reconstructing Mathematics Pedagogy from a Constructivist Perspective. Journal for Research in Mathematics Education. https://doi.org/10.5951/jresematheduc.26.2.0114

Siswono, T. Y. E., Hartono, S., & Kohar, A. W. (2020). Deductive or inductive? prospective teachers’ preference of proof method on an intermediate proof task. Journal on Mathematics Education, 11(3), 417–438. https://doi.org/10.22342/jme.11.3.11846.417-438

Smith, S. (2017). An Exploratory Study of Fifth-Grade Students ’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives.

Yasar, M. (2016). High school students’ attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.12973/eurasia.2016.1571a




DOI: http://dx.doi.org/10.24127/ajpm.v10i1.3443

Refbacks

  • There are currently no refbacks.