Analysis of the pre-service mathematics teachers’ errors in proving tasks
Résumé
In this article, we focus on the analysis of the common errors and misconceptions in proofs among mathematics pre-service teachers. We conduct the research on a sample of 34 students. We analyze 5 tasks assessing the truth of statements. In the article, we present these tasks and analyze students’ solutions. We then list the errors that the students make. We compare them to research on the most common errors. The result is that while we observe some of the errors that have been uncovered in previous studies, some other more specific error types also occur. These are mainly related to students' deficits in formal logic, use of mathematical language and symbolism, and understanding of the structure and content of statements. The limitation of our research lies in the limited sample and in the selection of the specific tasks.
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