Exploring Pre-Service Mathematics Teachers' Challenges in Understanding Intuition and Applying Scaffolding in Geometric Proofs
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Resumo
This study aims to explore the challenges pre-service mathematics teachers face in understanding intuition in geometric proofs and how scaffolding can support their learning. A qualitative approach was employed with 105 pre-service mathematics teachers from the State University of Surabaya as participants. Data were collected through tests and interviews, then analyzed using Miyazaki's classification: Proof Types A and B (deductive methods) and Proof Types C and D (inductive methods). Four students who struggled with intuition in proof construction were selected for scaffolding interventions. The findings reveal that 71% of participants successfully applied deductive reasoning in geometric proofs, while 29% relied on inductive reasoning. Additionally, 34 students exhibited difficulties in understanding intuition, and four were given scaffolding through strategies such as suggesting and investigating, explanation and justification, conceptual discussions, negotiating meaning, making connections, coordinating problems, and developing representative tools. The results suggest that targeted scaffolding can help pre-service teachers overcome difficulties in intuitive understanding and improve their proof construction skills in geometry.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Teaching Research Journal
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- Preservice Teachers; Mathematics Teachers; Intuition; Scaffolding (Teaching Technique); Mathematical Logic; Validity; Geometry; Foreign Countries; Intervention; Mathematics Instruction; Preservice Teacher Education
- Temas
- Formação de Professores de Matemática, Geometria
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HARTONO, Sugi et al.. Exploring Pre-Service Mathematics Teachers' Challenges in Understanding Intuition and Applying Scaffolding in Geometric Proofs. Mathematics Teaching Research Journal, 2026. Disponível em: https://eric.ed.gov/?id=EJ1518410. Acesso em: 5 nov. 2026.
APA
Hartono, S., Siswono, T. Y. E., Ekawati, R., & Nafidiastri, F. A. (2026). Exploring Pre-Service Mathematics Teachers' Challenges in Understanding Intuition and Applying Scaffolding in Geometric Proofs. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1518410
BibTeX
@article{hartono2026,
author = {Hartono, Sugi and Siswono, Tatag Yuli Eko and Ekawati, Rooselyna and Nafidiastri, Farah Aisyah},
title = {Exploring Pre-Service Mathematics Teachers' Challenges in Understanding Intuition and Applying Scaffolding in Geometric Proofs},
year = {2026},
journal = {Mathematics Teaching Research Journal},
url = {https://eric.ed.gov/?id=EJ1518410},
language = {en}
}RIS
TY - JOUR AU - Hartono, Sugi AU - Siswono, Tatag Yuli Eko AU - Ekawati, Rooselyna AU - Nafidiastri, Farah Aisyah TI - Exploring Pre-Service Mathematics Teachers' Challenges in Understanding Intuition and Applying Scaffolding in Geometric Proofs PY - 2026 JO - Mathematics Teaching Research Journal UR - https://eric.ed.gov/?id=EJ1518410 LA - en ER -
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