HOW WELL DO YOU WRITE PROOF? CHARACTERIZING STUDENTS PROOF-WRITING SKILL VIS-À-VIS VAN HIELE’S MODEL IN GEOMETRICAL PROVING
DOI:
https://doi.org/10.61569/esq8as98Keywords:
visualization, analysis, order, deduction, rigor, writing proof, proving performance, Van HieleAbstract
Proof lies at the heart of mathematics though research shows that proof is an elusive concept for many mathematics students. This descriptive-assessment study measured the proof-writing performance of students vis-à-vis Van Hiele’s Model of Geometric Proof level. Data disclosed that education students of Southern Leyte State University performed “below average” in proving geometrical proposition. At the conclusion that students stuck at the analysis level, it was recommended that proving should be an integral part in any classroom discussion to enhance students’ particular skills on recognition, analysis, order, deduction and rigor.
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