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

DEMİRAY E., IŞIKSAL BOSTAN M.

10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, İrlanda, 1 - 05 Şubat 2017, ss.139-146 identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası:
  • Basıldığı Şehir: Dublin
  • Basıldığı Ülke: İrlanda
  • Sayfa Sayıları: ss.139-146
  • Hacettepe Üniversitesi Adresli: Evet

Özet

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.