准数学教师对高中数学证明的理解

A. Mirza, Dona Fitriawan, Zubaidah R, Asep Nursangaji
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引用次数: 0

摘要

数学教育课程的变化影响了未来教师学习的准备,并为中学的数学证明提供了广泛的机会和经验,特别是那些反映证明在数学领域的性质和作用的课程。教师对此作出反应的能力取决于他们对数学证明的理解。本研究考察了丹戎普拉大学36名准数学教师在高中数学背景下对证明的理解和证明问题的能力。这些数据是通过一系列访谈收集的,重点是他们对证明角色的反应,以及通过测试来证明数学问题。本研究是描述性分析研究,描述了未来数学教师在数学证明知识方面的概念。然而,有些人把证明看作是学习数学的工具。这项研究还发现,他们中的许多人对证据的性质有一个有限的看法。他们对论证或解释证明数学命题的过程缺乏清晰的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Prospective mathematics teachers’ understanding of proof in mathematics for high school
Changes in the mathematics education curriculum affect the preparation of prospective teachers to learn as well as possible and provide extensive opportunities and experiences regarding mathematical proof in secondary schools, especially those reflecting the nature and role of proof in the field of mathematics. Teachers' ability to respond to this depends on their understanding of proof in a mathematical context. This research examined the understanding of 36 prospective mathematics teachers at Tanjungpura University regarding proof and their ability to prove problems in the context of high school mathematics. The data were collected through a series of interviews focused on their responses to the role of proof and from tests to prove math problems. This research is descriptive-analytical research, which describes the conception of prospective mathematics teachers as knowledgeable in mathematics about proof. However, some view proof as a tool for studying mathematics. This research also found that many of them had a limited view of the nature of proof. They lacked a clear understanding of the subject of demonstrating or explaining the process of proving a mathematical statement.
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