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Mathematical proof is important in mathematics teaching in terms of the comprehension of mathematical knowledge. Thus, proof has critical value in the teaching process in terms of the prevention of memorization in mathematics, the construction of conceptual knowledge, and the realization of meaningful learning. This study aims to determine the perceptions of students towards proof after a teaching process with the objective of developing the perceptions and skills of 7th grade students towards proof. In line with this, an answer was sought for the question on the extent the concept of proof can be acquired by 7th grade students. Accordingly, the study was designed as action research, which is one of the qualitative research approaches, and descriptive analysis was employed in the study. Purposive sampling was preferred in the selection of the study group. The study group of the study consisted of a 7th grade from each of the two schools from the districts of Çankaya and Yenimahalle in the province of Ankara. First of all, a readiness test was applied to the classes in the application process of the study and then proof teaching for 1 hour a week was performed for 14 weeks. After this application, a questionnaire with the objective of determining the level of proof perception of students was utilized and semi-structured in-depth interviews were conducted with 16 students determined as a result of this test. As a result of the study, a development was observed in the perceptions of 7th grades students towards the concept of proof.