Investigation of pre-service middle school mathematics teachers' proving processes

In this research, it was aimed to examine pre-service middle school mathematics teachers' proving processes in the context of function and numbers. For this purpose, the research designed qualitatively and using maximum variation sampling method, six participants totaly thirty were selected from all grades of elementary school mathematics teacher education program and new beginners to this program. Clinical interviews were conducted with thirty participants in the context of function concept and numbers. In addition, the participants' awareness about proving in the middle school grades in the context of clinical interviews' proof tasks on numbers were examined. The results of the research showed that the proving processes of the participants was developing through the first grades to last grades and the participants were successful composing the proof's formal-rhetorical part of proof and solving the proof's problem centered part. However, the research revealed that the participants proving processes on propositions about basic concepts were not at desired level. In addition, there is no relationship between the participants' academic success and proving processes in each grades of elementary teacher education program. Moreover, it was seen that the participants' views about proving in the middle school grades developed through the first grades to last grades. Nevertheless, it was found that there were at least one participant who stated that proof was not appropiate for middle grade students.