The Difficulties towards Proof Comprehension Tests in A Teaching Impilication and the ways that Interfere the Process

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In recent years, the situations regarding proofs, reasoning and argumentation in mathematics class has become an important subject in the research of mathematics education. One of the main points in proof teaching is comprehension of proof. One of the tools that enables to comprehend a proof is ‘Proof Comprehension Test (PCT)’. This study is a part of an extensive research which includes a teaching practice based on PCT. In the main study, a teaching practice (based on the model recommended by Yang Lin (2008)), applied to 20 high school learners of eleventh grade during five weeks, was achieved. In this study however, we handle the teacher s experiences and intervention with the process during the practice in question. The teacher who carried out the practice kept journal writings right after each practice. Data were obtained from the journals and informal observations. As a result of the analysis, resulting findings have been collected under three categories; 1- difficulties during the process, 2- ways of intervention, 3- the reflection of theese to the process.

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Proof , proof teaching , comprehension of proof , proof comprehension test , geometry , mathematics education

Mersin University Journal Of The Faculty Of Education

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Mersin University Journal Of The Faculty Of Education