This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.<\/p>\r\n","references":"[1] J. K. LEE, \" Philosophical perspectives on proof in mathematics\r\neducation\", Philosophy of Mathematics Education, vol.16, 2002.\r\nhttp:\/\/www.ex.ac.uk\/~PErnest\/pome16\/docs\/lee.pdf ( 24 December\r\n2008)\r\n[2] G. Hanna, H. N. Jahnke, \"Prof and proving\". In A. J. Bishop, K.\r\nClements, C. Keitel, J. Kilpatric, & C. Laborde (eds.), International\r\nHandbook of Mathematics Education, Dordrecht, Netherlands: Kluwer\r\nAcademic Publishers, pp. 877 - 908, 1996.\r\n[3] P. Kitcher, The nature of mathematical knowledge. New York: Oxford\r\nUniversity Press, 1984.\r\n[4] G. Polya, Mathematical discovery: on understanding, learning and\r\nteaching problem solving (combined ed.). New York: Wiley, 1981.\r\n[5] E. J. Knuth, \" Teachers- conceptions of prof in the context of secondary\r\nschool mathematics\". Journal of Mathematics Teachers Education, vol.\r\n5, pp. 61 - 88, 2002.\r\n[6] M.A. Mariotti,. \"Prof and Proving in Mathematic Education\", In\r\nGutierrez, A., Bosero, P. (eds.), Handbook of Research on the Pschology\r\nof MathematicsEducation: Past, Present and Future, pp. 173,204, 2006.\r\n[7] P. Ernest, \" The \u2500\u2591mpacts of Beliefs on Teaching\", In Keitel, C.,\r\nDamerow, P., Bishop, A., Gerdes, P. (eds.), Mathematics Education and\r\nSociety, Paris, UNESCO, pp. 99-101, 1989.\r\n[8] F. Furinghetti, \" Teacher Education Through the History of\r\nMathematics\", Educational Studies in Mathematics, 2007.\r\n[9] A. G. Thompson, \"Teachers- Beliefs and Conceptions: a synthesis of the\r\nresearch\", In D. A. Grows (ed.), Handbook of Research on Mathematics\r\nTeaching and Learning, pp. 127-146, New York: Macmillan, 1992.\r\n[10] F. Morselli, \"High school pre-service teachers- beliefs about proof:\r\nsome reflections for & from a training course\", 2008, from\r\nhttp:\/\/www.unige.ch\/math\/EnsMath\/Rome2008\/WG2\/Papers\/MORSEL.\r\npdf (24 December 2008)\r\n[11] D. Almedia, \"Pupils- proof potential\", International Journal of\r\nMathematical Education in Science and Technology, vol. 32, no.1, pp.\r\n53-60, 2001.\r\n[12] A. J. Stylianides., G. J. Stylianides, G. N. Philippou, \"Undergraduate\r\nstudents- understanding of the contraposition equivalence rule in\r\nsymbolic and verbal contexts.\" Educational Studies in Mathematics, 55,\r\npp. 133-162, 2004.\r\n[13] R.C. Moore,.\"Making the transition to formal proof\". Educational\r\nStudies in Mathematics, 27, pp. 249-266, 1994.\r\n[14] B. S. Edwards, M. B. Ward, \"Surprises from Mathematics Education\r\nResearch: Student (Mis)use of Mathematical Definitions\". The American\r\nMathematical Monthly,111, pp. 411-424, 2004.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 43, 2010"}