Pre-service middle school mathematics teachers' interpretation of logical equivalence in proof by contrapositive


DEMİRAY E., Bostan M.

10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, Ireland, 1 - 05 February 2017, pp.139-146 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume:
  • City: Dublin
  • Country: Ireland
  • Page Numbers: pp.139-146

Abstract

The purposes of this study are to investigate pre-service middle school mathematics teachers' interpretations of logical equivalence in proof by contrapositive and the reasons for their incorrect interpretations. Data analysis indicated that pre-service middle school mathematics teachers were considerably unsuccessful in interpreting logical equivalence of statements. Lack of knowledge related to indirect proof methods, accepting a true statement as false, suggesting to apply direct proof instead of selecting given choices, and thinking contrapositive statements as unrelated could be regarded as the reasons for their incorrect interpretations.