The Impact of Visualization Integration and Mason's Theory in Real Analysis Learning on Students' Mathematical Proof Abilitie
DOI:
https://doi.org/10.56294/saludcyt20252643Keywords:
Visualization, Mason's Theory, Mathematical Proof, Real AnalysisAbstract
Introduction: mathematical proof abilities are crucial for mathematics students because mathematics is full of theories and concepts that must be proven. Mathematical proof is the core of the Real Analysis course. However, most students struggle with this course because the topic consists of abstract concepts and proofs. Providing visualizations of abstract concepts and Mason's framework of thought is expected to be a solution to help students conduct proofs.
Methods: this research is a descriptive qualitative study. The research instruments were a mathematical proof test in the form of an essay and a structured interview guide. The research subjects were: one class of 35 students of the Mathematics Education study program, Faculty of Mathematics and Natural Sciences, Padang State University (Indonesia). For the interview, 3 people were taken from the lower group and 3 people from the upper group. Data analysis was carried out using descriptive analysis.
Results: the results of the mathematical proof test showed that there was an increase in students' mathematical proofs before and after learning that integrated visualization and Mason's framework of thinking. From the interview results, it was found that: for students in the lower group, the use of visualization could improve their understanding of abstract concepts but they were not yet able to write proofs well. Meanwhile, students in the upper group, the use of visualization could improve their understanding of abstract concepts and write proofs and describe them in the good and very good categories
Conclusions: use Mason's visualization and conceptual framework in learning can improve students' mathematical proofs. Although the improvement is not significant, lower-level students saw improvements at the cognitive level of understanding, while higher-level students saw improvements at the application and analysis levels.
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Copyright (c) 2025 Yerizon Yerizon, Dewi Murni , Elita Zusti Jamaan, I Made Arnawa, Helma Helma, Mirna Mirna (Author)
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