Assessing Students’ Conviction in Writing Mathematical Proofs

Maryono, I. and Kariadinata, Rahayu and Rachmawati, T. K. and Nuraida, I. (2017) Assessing Students’ Conviction in Writing Mathematical Proofs. In: 2nd International Conference on Sociology Education, Oktober 4th, 2017, Universitas Pendidikan Indonesia, Bandung.

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Abstract

Assessing self-conviction in writing mathematical proofs is important to provide feedback for students. The purpose of this study is to determine the correlation between the levels of self-conviction with the score of writing evidence and to provide feedback for students who are still wrong in writing the proofs. The method used in this study is a correlation study between the levels of self-conviction to write the proofs with the score of writing the proofs. The subjects of this study were forty third semester students of mathematics education. These participants were tested writing proofs along with the claim, then the correlation between the claim with the score of the write proofs was be examined. Furthermore, students who believe that their proofs are wrong were interviewed. The results of this study indicated that the correlation between the level of confidence with the score of the ability to write mathematical proofs was weak. Despite their weak correlation, assessment of conviction levels is important for providing feedback to students who believe in the proofs they have written even though the proofs they have written were still wrong. The results of this study imply that mathematics learning that focuses on the ability to provide mathematical proofs must provide an assessment on the aspects of student self-conviction.

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