Identification of Student Thinking Error Patterns in Construction of Mathematical Proof

Abstract

The purpose of this study is to identify patterns of student thinking errors in constructing mathematics proof. Therefore, the study employed a mixed-method approach, combining both quantitative and qualitative paradigms. The subjects of this study were second-generation mathematics education students at Wisnuwardhana University and Kanjuruhan University, Indonesia. The results obtained showed that the pattern of students’ thinking errors in the construction of mathematical proof was due to insufficient initial knowledge about the definition of proof, and difficulties in connecting the concepts of rational numbers when operating two rational numbers.