Journal article Open Access
Issa Ndungo; Biira Majuma
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.