MATHEMATICAL PROOF: THE LEARNING OBSTACLES OF PRE-SERVICE MATHEMATICS TEACHERS ON TRANSFORMATION GEOMETRY

Muchamad Subali Noto, Nanang Priatna, Jarnawi Afgani Dahlan

Abstract


Several studies related to mathematical proof have been done by many researchers on high-level materials, but not yet examined on the material of transformation geometry. The aim of this research is identification learning obstacles pre-service teachers on transformation geometry. This study is qualitative research; data were collected from interview sheets and test. There were four problems given to 9 pre-service mathematics teachers. The results of this research were as follows: learning obstacles related to the difficulty in applying the concept; related to visualize the geometry object; related to obstacles in determining principle; related to understanding the problem and related obstacles in mathematical proofs such as not understanding and unable to express a definition, not knowing to use the definition to construct the proof, not understanding the use of language and mathematical notation, not knowing how to start the proof.

Keywords


Mathematical proof; Pre-service mathematics teachers; Geometry

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References


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DOI: https://doi.org/10.22342/jme.10.1.5379.117-126

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Journal on Mathematics Education
Doctoral Program on Mathematics Education
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