Mathematical proof: learning obstacles preservice teachers on transformation geometry
Muchamad Subali Noto (a,b*), Nanang Priatna (a)

a) Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*msubalinoto[at]student.upi.edu
b) Departement of Mathematics Education, Universitas Swadaya Gunung Djati, Jl. Perjuangan No.1 Cirebon, Indonesia

Abstract

The aim of this research is to identification learning obstacles preservice teacher on transformation geometry. This study is a description qualitative research, data were collected from interview sheets and test. There were 2 problem given to 9 preservice mathematics teachers. The results of research were as follows: not understanding and unable to express a definition, not knowing to use the definition to construct the proof, not understanding the use of language and mathematical notation, not knowing how to start the proof and not knowing how to visualize the problem which are given. Finally, the writer suggests that the learning process, especially on transformation geometry, needs activities that connect the representation to obtain visualization of the mathematical problems. The knowledge gained during the representation process is used as a tool to grow a mathematical connection, which can eventually be used in the process of constructing proof.

Keywords: Learning obstacles, Mathematical Proof, Preservice Mathematics Teachers

Topic: 1. Mathematics Education