The oral mathematical communication profile of prospective mathematics teacher in mathematics proving

Abstract

As reported by many recent researchers, communicating mathematical ideas verbally is not an easy task, especially in mathematics proving. A qualitative research was undertaken to describe the processes of oral mathematical communication emerged when the subject did the proving task. The subject was one prospective mathematics teacher, with the high mathematical skill, selected from 48 students who took the proving tasks of geometry and algebra. Data were collected through tests, assignments, and depth interviews. The results of this study showed that the oral mathematical communication in the proving of geometry task complied with the following stages: explaining what is understood, expressing the idea in the form of drawing/symbol, explaining the idea/argument, presenting the solution steps, and reinforcing the results obtained. Furthermore, the oral mathematical communication in the proving of algebra tasks followed the following stages: explaining what is understood, explaining the idea about the form of mathematical logic, putting forward the argument, re-explaining what is understood, explaining the idea/argument, presenting the solution steps, presenting ideas in a more understandable form, putting forward the argument, and reinforcing the results obtained. In general, the subject could communicate her ideas precisely, coherently, and clearly.