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Ndungo
I |
Original Research Article A concept map for teaching-learning logic and methods of proof: Enhancing students’ abilities in constructing mathematical proofs |
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Issa Ndungo* and Biira Majuma |
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Mountains of the
Moon University, School of Education |
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Abstract |
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The study aimed at describing university students’ ability in
constructing mathematical proofs using logical arguments and
constructing an effective teaching-learning map. The study
adopted a correlational research design. An open-ended
mathematics assessment involving questions on mathematical logic
and construction of mathematical proofs was administered to
fifteen University students of mathematics (control group) at
Mountains of the Moon university. The students’ responses were
analyzed and their ability to construct valid mathematical
proofs was measured and correctness of their solutions was
discussed. A concept map for teaching-learning mathematical
logic and methods of proof was developed and shared with a
different group of fifteen students of mathematics (assumed to
have same level of mathematical knowledge). The group was
assessed using the similar assessment tool. The mean level of
knowledge of mathematical logic and method of proof was from to
be 2.2 (between moderate and average) for the first assessment
teat and 3.4 (between average and high level), while the mean
score for test 1 and test 2 were 48 and 70 respectively. The Chi
square test at 0.01 level indicated a statistically significant
difference between the two sets of results with p<0.05. The
students’ knowledge level increased as they made use of the
teaching-learning map. The teaching-learning concept map was
evaluated to be an effective teaching-learning guide for logic
and methods of proof.
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