[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588273-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588273-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","investigation-of-gifted-students-mathematical-proving-processes","INVESTIGATION OF GIFTED STUDENTS' MATHEMATICAL PROVING PROCESSES","","The study investigates mathematical proving processes and proof-related opinions of gifted students. A qualitative case study design employed criterion sampling based on students’ attendance at a Science and Art Education Centre, along with data from a Proof Interview Form and mathematics teachers’ opinions. To examine proving processes, a Proof Clinical Interview Form was administered, and interview data were analyzed through descriptive analysis. Findings show students could examine problem situations and form conjectures, but often failed to select strategies, execute key actions, and summarize proofs clearly.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/investigation-of-gifted-students-mathematical-proving-processes/588273/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/investigation-of-gifted-students-mathematical-proving-processes/588273.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of the study?","Question",{"text":63,"@type":64},"To investigate gifted students’ mathematical proving processes and their opinions about proof.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants selected for the study?",{"text":68,"@type":64},"Using criterion sampling: students’ attendance at a Science and Art Education Centre, plus criteria drawn from a Proof Interview Form and mathematics teachers’ opinions.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the descriptive analysis reveal about students’ proving?",{"text":72,"@type":64},"Students generally examined the problem situation and formed conjectures, but struggled to determine appropriate strategies, carry out necessary actions, and summarize proofs clearly.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588273,1792210062,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","INVESTIGATION OF GIFTED STUDENTS' MATHEMATICAL  \nPROVING PROCESSES  \nDuygu DİNAMİT, Serhan ULUSAN  \nAbstract: The “proving process” was considered as the stages that should be exist in a proof and in this study, it was aimed to investigate the mathematical proving processes and opinions about proof of gifted students. Case study, one of the qualitative research methods, was used in the study.  \nThe research was carried out with the students determined by criterion sampling method. The attendance of students to Science and Art Education Centre, the data obtained from the Proof Interview Form and the opinions of mathematics teachers constituted the criteria of the criterion sampling method. As a data collection tool, the Proof Interview Form and the Proof Clinical Interview Form were used. \"Proof Clinical Interview Form\" prepared by the researcher was applied to examine the students' proving processes. The data obtained from the clinical interviews were analysed with the descriptive analysis. Students were generally able to examine the problem situation and formulate the conjecture, but they did not determine the appropriate strategies, perform the necessary actions and summarize clearly while proving.  \nKey words: Mathematical proof, Proving, Proving process, Gifted student.  \n1. Introduction  \nProof is one of the concepts that all mathematicians agree on its importance (Tall, 2002) . The concept of proof is used to demonstrate the accurateness of theorems that are based on axioms (Bloch, 2011) . In its most general sense, mathematical proof is the demonstration that a proposition is absolutely true (Hilbert et al., 2008) . The general purpose of mathematical proof constitutes the structure of knowledge, which is one of the basic parts of mathematics (Hemmi, 2010) . Understanding the concepts in mathematics, explaining the reasons and revealing the existing relationships is may possible with proof. Because mathematical proof includes making predictions, associating concepts, revealing relationships between concepts and topics, verifying mathematical expressions and generalizing new information (Schabel, 2005) . In addition, it has an important role in learning the origin of knowledge, understanding the inter-operational relations and making sense of the result. So, it is an important tool in reducing rote learning, as it enables learning concepts by establishing a causeeffect relationship (Pekşen Sağır, 2013) . Thus, mathematical proof will enable students to reconstruct the knowledge learned in mathematics.  \nWhile the idea of proof was used only for geometry in the past, but this situation has changed and proof has become the main goal of the mathematics curriculum and has become an acquisition that should be taught to all students in all mathematics lessons (Coe and Ruthven, 1994) . It was recommended by the National Council of Teachers of Mathematics (NCTM, 2000) that students should start proving from the first years of their education. It is important for students to know the basic concepts of proof and the differences between the concepts and to be able to prove them so that they can understand the math projects that have been done before and prepare mathematics projects themselves (Öztürk et al., 2017) . Because through proofs, it will be ensured that students understand the basis of the mathematical knowledge they are expected to learn and that the learning is permanent. But most of the students generally avoid proving because of the low level of understanding and structuring mathematical proof (Recio and Godino, 2001) . In addition, they do not know where to start proof and how to use the conceptual information and definitions while proving (Öztürk, 2017) . Thus,  \ntheir proving skills and experience remain low. In order to understand the reason for the problems faced by students while they proving, it is necessary to examine the stages that should be exist in a proof (Öztürk et al., 2017) .  \n1. 1. Theoretical Framew","cbCailN2b78u0IGL","https://ap.wps.com/l/cbCailN2b78u0IGL","pdf",591288,21,"English","# Introduction\n## Theoretical Framework","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To investigate gifted students’ mathematical proving processes and their opinions about proof.\"},{\"question\":\"How were participants selected for the study?\",\"answer\":\"Using criterion sampling: students’ attendance at a Science and Art Education Centre, plus criteria drawn from a Proof Interview Form and mathematics teachers’ opinions.\"},{\"question\":\"What does the descriptive analysis reveal about students’ proving?\",\"answer\":\"Students generally examined the problem situation and formed conjectures, but struggled to determine appropriate strategies, carry out necessary actions, and summarize proofs clearly.\"}]","INVESTIGATION OF GIFTED STUDENTS' MATHEMATICAL PROVING PROCESSES | PDF",1792064888,53]