Journal article Open Access

A concept map for teaching-learning logic and methods of proof: Enhancing students' abilities in constructing mathematical proofs

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.

Files (421.2 kB)
Name Size
Ndungo and Majuma.pdf
md5:70ae6c14ac13e22b446e513395e7ba47
421.2 kB Download
65
72
views
downloads
All versions This version
Views 6565
Downloads 7272
Data volume 30.3 MB30.3 MB
Unique views 5454
Unique downloads 5252

Share

Cite as