Exploring Students’ Misconceptions in Learning Mathematical Proof Techniques at Debark University in Ethiopia

Abstract

This article focused on “Exploring students’ misconceptions in learning mathematical proof techniques (MPT) at Debark University in Ethiopia." This research aimed to identify students’ misconceptions in learning MPT and rank MPT based on the degree of students’ misconceptions in learning MPT. Data were collected through assignments, follow-up, and structured interviews. Purposive sampling was used to select samples for follow-up interviews, whereas simple random sampling was used to select samples for structured interviews and assignments. The study collected data on the basis of mixed, case study, and pragmatic research approaches, designs, and paradigms from students. The results showed that the identified misconceptions of students in learning MPT were starting the proof with an inappropriate statement, using an ineffective MPT for their proof, providing incorrect symbolic representation, providing unacceptable reasons for each proof’s step, reaching the conclusion without showing necessary steps clearly and neatly, showing non-sequential steps, incorrectly using technical aspects of mathematics, using the premise and conclusion parts interchangeably, incorrect perception regarding the technical concepts of proof, and misusing the pattern in the proof of a certain statement for the proof of another statement.