INVESTIGATING THE SOURCES OF MISCONCEPTIONS IN MATHEMATICAL FORMAL PROOF: A CASE STUDY IN BANDUNG CITY
The ability to prove mathematical concepts is a key skill in learning mathematics and is widely recognized as the fundamental nature of the discipline. However, preliminary research has uncovered some misconceptions frequently experienced by second-level mathematics students in the context of mathem...
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| Format: | Theses |
| Language: | Indonesia |
| Online Access: | https://digilib.itb.ac.id/gdl/view/77638 |
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| Institution: | Institut Teknologi Bandung |
| Language: | Indonesia |
| Summary: | The ability to prove mathematical concepts is a key skill in learning mathematics and is widely recognized as the fundamental nature of the discipline. However, preliminary research has uncovered some misconceptions frequently experienced by second-level mathematics students in the context of mathematical proofs. To delve deeper into this issue, this study interviewed first-level mathematics lecturers and revealed variations in perceptions related to mathematical proof among lecturers while also identifying two common misconceptions that arise, namely "empirical arguments" and "circular reasoning." Consequently, this present study aims to investigate the sources of misconceptions in mathematical proof within the school environment through an analysis of sixteen textbooks and the perspectives of six teachers and ten students. This research used a case study method involving both quantitative and qualitative analysis. Quantitative analysis showed that only 10.68% and 10.58% of the content from the 2013 Curriculum and Merdeka Curriculum, respectively, supported the development of mathematical proofs. Furthermore, the qualitative analysis revealed that empirical arguments and circular reasoning were common misconceptions among teachers and students. Misconceptions, such as empirical arguments in textbooks were similarly prevalent among teachers and students. While textbooks did not contain any instances of misconceptions related to circular reasoning, it was observed that both teachers and students held such ideas. Another misconception related to the use of examples in mathematical proof, such as errors in understanding counterexamples, was also found among teachers and students. The study recommends improving the quality and effectiveness of mathematics education, such as revising and clarifying the curriculum standards, enhancing the textbook content, providing more training for teachers, and designing more engaging and challenging tasks for students. This study also underscores the limitations of the research, such as the small sample size and the time constraints. |
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