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

Esra Demiray (1) , Mine Işiksal Bostan

1 Hacettepe University, Faculty of Education, Ankara, Turkey

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.

Keywords: Contrapositive; logical equivalence; pre-service middle school mathematics teachers

Domains: Mathematics [math]; Humanities and Social Sciences

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⟩