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Communication Dans Un Congrès Année : 2017

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

Résumé

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.
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Dates et versions

hal-01873065 , version 1 (12-09-2018)

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  • HAL Id : hal-01873065 , version 1

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Esra Demiray, Mine Işiksal Bostan. Pre-service middle school mathematics teachers' interpretation of logical equivalence in proof by contrapositive. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01873065⟩

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CERME10-TWG01
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