PRE-SERVICE AND IN-SERVICE TEACHERS’ OPINIONS ON PROOF SCHEMES AND MATHEMATICAL PROOF IN THE CONTEXT OF DATA PROCESSING

Abstract

In this study, perspectives of primary school teachers and pre-service primary teachers about mathematical proof and proof schemes were examined. Participants' views on mathematical proof were collected with a questionnaire consisting of open-ended questions. In order to examine the proof schemes, the problems created by the researchers that require graphing about data processing were used. The analysis of the obtained data was analyzed using the content analysis method, which is the most commonly used method among qualitative data analysis methods. According to the findings obtained in the research, the classroom teachers and candidates emphasized the meanings of proving, proving the truth and revealing with concrete evidence; It has been determined that they associate the purpose of proving with increasing confidence in information and confirming meaningfulness. It has been observed that being understandable, consistent, objective, and free from contradictions are the most frequently stated expressions among the features of the proof. According to the findings regarding proof schemes, it was seen that teachers and pre-service teachers mostly had experimental proof schemes. In the light of these results, researchers are recommended to conduct research involving pupils, primary teachers and teacher candidates for the development of primary school level mathematic education.