ERIC Number: EJ1394137
Record Type: Journal
Publication Date: 2023
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2573-4377
An Intervention Study for Improving Pre-Service Mathematics Teachers' Proof Schemes
Cihan, Fikret; Akkoç, Hatice
Mathematics Teaching Research Journal, v15 n2 p56-80 Spr 2023
This study aims to examine the effects of a course module aimed at improving pre-service mathematics teachers' (PMTs) proof schemes. This study used designed-based research. Participants of the course were 22 PMTs in a teacher preparation program. We obtained data from two surveys, one of which consists of proof questions. The other requires identifying the proof schemes of ten 9th grade students in a scenario including an excerpt of a hypothetical discussion with their teacher. We implemented both surveys before and after the intervention. In addition, semi-structured interviews were conducted with four PMTs. Findings indicated that the module had a significant and large effect on PMTs' proof schemes in favor of post-intervention. Most of the PMTs transformed their external and empirical proof schemes to the analytical ones. Findings also indicated that PMTs had difficulties identifying students' symbolic, example-based, transformational, and axiomatic proof schemes but overcame these difficulties after the intervention.
Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Skills, Validity, Mathematical Logic, Program Effectiveness, Teacher Education Programs, Grade 9, Learning Modules, Teaching Skills, Foreign Countries
City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)
Grant or Contract Numbers: N/A