Exploration of Student Thinking Process in Proving Mathematical Statements

Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram

Ketut Sarjana¹  Ratna Yulis Tyaningsih¹  Ulfa Lu’luilmaknun¹  J. Junaidi¹  Deni Hamdani² 

[1] Mathematics Education Department, Faculty of Teacher Training and Education, Universitas Mataram. Jl. Majapahit No. 62, Mataram, West Nusa Tenggara. Postal code: 83115;Universitas Mataram;

关键词: exploration;    proof;    theorem;    scheme;   

DOI  :  10.33394/j-ps.v8i2.3081

来源: DOAJ

【 摘 要 】

A mathematical statement is not a theorem until it has been carefully derived from previously proven axioms, definitions and theorems. The proof of a theorem is a logical argument that is given deductively and is often interpreted as a justification for statements as well as a fundamental part of the mathematical thinking process. Studying the proof can help decide if and why our answers are logical, develop the habit of arguing, and make investigating an integral part of any problem solving. However, not a few students have difficulty learning it. So it is necessary to explore the student's thought process in proving a statement through questions, answer sheets, and interviews. The ability to prove is explored through 4 (four) proof schemes, namely Scheme of Complete Proof, Scheme of Incomplete Proof, Scheme of unrelated proof, and Scheme of Proof is immature. The results obtained indicate that the ability to prove is influenced by understanding and the ability to see that new theorems are built on previous definitions, properties and theorems; and how to present proof and how students engage with proof. Suggestions in this research are to change the way proof is presented, and to change the way students are involved in proof; improve understanding through routine proving new mathematical statements; and developing course designs that can turn proving activities into routine activities.

【 授权许可】

Unknown