https://iopscience.iop.org/article/10.1088/1742-6596/1480/1/012030/pdf

Student’s triangles congruence proving through flow proof strategy

Struktur Aljabar mempelajari gabungan satu atau lebih himpunan dengan satu atau lebih operasi biner yang memenuhi kumpulan aksioma. Calon guru semester lima yang menjadi subjek dalam penelitian ini harus memiliki definisi dan aksioma untuk melakukan proses analisis pendahuluan terhadap teorema-teorema untuk dibuktikan. Kesulitan mahasiswa dalam menyusun bukti pada materi Struktur Aljabar adalah menelaah pembuktian, dan melihat hubungan antara definisi dan teorema yang ada. Solusi yang diberikan berdasarkan karakteristik masalah dalam struktur aljabar adalah dengan menggunakan strategi flow proof dalam penyusunan analisis pendahuluan. Dengan menggunakan desain Quasy Experiment type One group pretest-postest design, hasil penelitian menunjukkan bahwa terdapat pengaruh strategi flow proof terhadap kemampuan analisis pendahuluan mahasiswa calon guru.

/pdf/pengaruh-strategi-flow-proof-pada-perkuliahan-struktur-frdyo24cbb.pdf

Pengaruh Strategi Flow Proof pada Perkuliahan Struktur Aljabar terhadap Kemampuan Mahasiswa dalam Menganalisis Pembuktian

Analysis of student’s proof construction on logarithms

This research is a descriptive research that aims to describe the construction of student’s proof on exponents. Proof construction is compiling proof from a statement based on the definitions and rules used. The subject of research were students of class X IPA from SMAN 10 Palembang which consisted of 38 students. The learning process takes place according to the steps of direct learning. The technique of collecting data that used on this research was written test consisting of three problem descriptions. The collected data were analyzed by evaluating the proof of the student work consisting of three assessment categories as follows: Arguments are valid and are proof (K1), general arguments are valid but not proof (K2) and cannot strive to be a valid general argument that is an invalid or incomplete (K3).The research result shows that the construction of student’s proof on exponents was still in the K3 categories, with details as follows: Students categorized K1 (Arguments are valid and are proof) are 38.6%, students categorized K2 (general arguments are valid but not proof are 17.5% and students categorized K3 (cannot strive to be a valid general argument that is an invalid or incomplete) are 43.9%. Students who are categorized K1 as a whole are able to perform constructive proof properly. Students categorized K2 are still not able to perform constructive proof caused by mistakes in mathematical manipulation so that it shows the illogical thing. Students who are categorized K3 are still not able to perform constructive proof caused by not being able to utilize the definitions and rules to be used in proving so that the proof done is invalid or unfinished.

https://iopscience.iop.org/article/10.1088/1742-6596/1480/1/012036/pdf

Analysis of student’s proof construction on exponents

The role of arguments in solving mathematical problems is very important. Students must use valid arguments and concepts that have been learned in the Probability Theory material to build their arguments. An argument can be analyzed using the Toulmin scheme. Therefore, the purpose of this study is to describe the arguments that have been built based on the Toulmin Argumentation Model. The instrument used to collect data is a test question related to the Probability Theory material. Of the 32 students who worked on the test questions, three students were selected as research subjects. The selection of research subjects is based on the ability of students' mathematical ability level in working on test questions. It was found that students can construct an argument starting with the correct data. However, they did not give any Warrant and did not even give a Claim to their argument. This makes the argument built by students is invalid 

/pdf/students-arguments-in-solving-probability-theory-problems-2lb6ebac.pdf

Students' Arguments in Solving Probability Theory Problems Based on The Toulmin Argumentation Model

This study aimed to categorizing and describing students' ability in constructing a mathematics proof. This study used descriptive-qualitative approach which involved 46 mathematics undergraduate students. The results showed that the students' ability in mathematical proof constructing consist 2 phases, that is, visual proof and symbolic proof. Students were not using the concepts and definitions in order to constructing mathematics proof. Consequently, reinforcement of concepts will improve students' ability to constructing an argument or explanation in mathematical proof.

https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012094/pdf

Mathematical Proof Construction: Students’ Ability in Higher Education

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Mathematical Proof Construction: Students’ Ability in Higher Education