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All Journal Journal on Mathematics Education (JME) Malikussaleh Journal of Mathematics Learning (MJML)
Ayvaz, Ülkü
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Education Mathematics Social Sciences

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Mathematical Justification Studies in Mathematics Education: An Evaluation of Studies between 2007 and 2016 YILMAZ, Yasemin; AYVAZ, Ülkü; MERSİN, Nazan; DURMUŞ, Soner; YAMAN, Hakan
Malikussaleh Journal of Mathematics Learning (MJML) Vol 2, No 2 (2019): October
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v2i2.2129

Abstract

In this study, it was aimed to evaluate the mathematical justification studies in mathematics education between 2007 and 2016. In the study, 31 theses and articles about mathematical justification in mathematics education were analyzed by means of determined databases. In the literature review, the studies were classified according to the method, the study group, the mathematics subject, and the time frame of ten years. As a result of study, mathematical justification studies in mathematics education were carried out mostly in 2009, 2010 and 2016. As a study group, examined studies are composed mostly of students. As a method, qualitative method was used mostly. The tasks related to justification at three different levels of education were included. According to primary, middle and high school levels, the most common areas of learning for which mathematical justification tasks take place are numbers and operations, algebra and numbers and algebra, respectively.
UNDERSTANDING OF PROSPECTIVE MATHEMATICS TEACHERS OF THE CONCEPT OF DIAGONAL Ayvaz, Ülkü; Gündüz, Nazan; Bozkus, Figen
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.8.2.4102.165-184

Abstract

This study aims to investigate the concept images of prospective mathematics teachers about the concept of diagonal. With this aim, case study method was used in the study. The participants of the study were consisted of 7 prospective teachers educating at the Department of Mathematics Education. Criterion sampling method was used to select the participants and the criterion was determined as taking the course of geometry in the graduate program. Data was collected in two steps: a diagnostic test form about the definition and features of diagonal was applied to participants firstly and according to the answers of the participants to the diagnostic test form, semi-structured interviews were carried out. Data collected form the diagnostic test form and the semi-structured interviews were analyzed with descriptive analysis. According to the results of the study, it is understood that the prospective teachers had difficulties with the diagonals of parallelogram, rhombus and deltoid. Moreover, it is also seen that the prospective teachers were inadequate to support their ideas with further explanations although they could answer correctly. İt is thought that the inadequacy of the prospective teachers stems from the inadequacy related to proof.DOI: http://dx.doi.org/10.22342/jme.8.2.4102.165-184
Co-Authors Bozkus, Figen DURMUŞ, Soner Gündüz, Nazan MERSİN, Nazan YAMAN, Hakan YILMAZ, Yasemin