Abstract:

This study aims to reveal the opinions of high school mathematician candidates about the nature of the proof. In the study, the methods of research were used. In the framework of the study, the opinions of the three teachers candidates who were selected by the measurement sampling method and studied in a high school mathematics teaching program of a state university were taken on the nature of the proof. Mathematics teacher candidates are directed through semi-configured discussions, which are developed by researchers and comprised of open-end questions. Interviews data were analyzed by content analysis method. After the content analysis, the teacher candidates were determined to give responses under the topics about the nature of the proof "generalization", "methode", "access to accuracy", "problem solving", "concentration on the form". The theme that often arises is “to truth”; the themes that often arise are defined as “problem solving” and “focus on mediation”. In this study, high school mathematician candidates find themselves having difficulties in defining the proof, determining the things that prove the proof and what is necessary for a successful proof, in short, in understanding the nature of the proof.

Abstract:

The aim of this study is to investigate the opinions of the preservice middle school mathematics teachers about the nature of proof. Among the qualitative research methods, case study was used in the study. Three senior preservice teachers who were at the department of mathematics education in a public university were taken to the study via criterion sampling method. Semi-structured interviews were conducted with the participants by using “Interview Questions Form about the Nature of Proof” which was consisted of open-ended questions. The interview data were analyzed by the content analysis method. After the content analysis, it was determined that preservice teachers responded under the basic categories named: “generalizing”,“method”, “reaching the validity”, “problem solving”, and “focusing on the form”. The results of the study showed that preservice mathematics teachers had problems in giving definitions of the proof, defining the things which constitute the proof, determining the things required for a successful proof; shortly in understanding the nature of proof. 

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