CONSTRUCTION OF EXAMPLES AND COUNTEREXAMPLES IN PRIMARY SCHOOL TO VERIFY THE TRUTH OF STATEMENTS
DOI:
https://doi.org/10.17770/sie2023vol1.7071Keywords:
counterexample, critical thinking, logic, negation, statement, truth valueAbstract
In the modern mathematics learning process in school, the skill of creating examples and counterexamples in both familiar and new situations is emphasized. In the context of critical thinking, the construction of examples and counterexamples is an effective technique for evaluating statements and justifying arguments. This technique is suitable for students before other methods of proving general statements in mathematics are introduced.
The aim of the study is to highlight the topics of the study course "Elements of Mathematical Logic and Set Theory" for the Professional Bachelor's degree in Teacher Education, which are relevant for constructing examples and counterexamples. In the study, the qualitative and quantitative analysis of the answers of the students in teacher programs to the questions of the questionnaire about the student experience related to the ability to formulate examples and counterexamples was carried out. The research shows that the creation of examples and counterexamples to the given statements does not cause great difficulties. It is much more difficult to create statements with mathematical content for grades 1-6, the truth verification of which, using the technique of constructing examples and counterexamples, would activate the formation of understanding of mathematical concepts and relationships. In order to connect the topics of the "Elements of Mathematical Logic and Set Theory" course with the planned results of primary education, a qualitative content analysis of the Latvian primary education standard and the primary education program was carried out.
Based on the results obtained in the study, the authors identified several topics that are relevant in the course "Elements of Mathematical Logic and Set Theory".
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