Analysis of student difficulties in constructing mathematical

proof on discrete mathematics course

Abdul Mujib1, Darhim 2
1
Departemen Pendidikan Matematika, Universitas Muslim Nusantara Al-Washliyah, Jl. Garu II no 2, Medan,
Indonesia
2
Departemen PMIPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229, Bandung 40154, Indonesia

*Corresponding author: mujib_umnaw@yahoo.co.id

Abstract. This study aimed to analyze the difficulties students in constructing mathematical proof on discrete
mathematics course. This study was conducted in mathematics education student who contracted course discrete
mathematics. Data were collected by test results and interviews with students. The result of the analyses revealed four
main difficulties faced by students: (1) understanding of mathematical concepts, (2) language and mathematical notation,
(3) strategies of proof, and (4) read of proof. In addition, student perception about mathematics and mathematical proof
construction affected student proof. Writing about a good proof was another difficulty faced by students.

Keywords: Difficulties student, proof construction, discrete mathematics.

PACS: 01.40-d

INTRODUCTION
Study of college-level mathematics, can’t be separated from the ability to proof. The proof is one of the
advanced mathematical skills are perceived as the most difficult ability to achieve most of the students [3; 4; 8].
Some studies show that the ability of proving the students, even students, are still low [2; 4; 6; 7]. Topics studied
mathematics as well as diverse as number theory, calculus, geometry, real analysis and algebraic structure. Student
difficulties in constructing proof on discrete mathematics course still rarely studied.
Discrete mathematics is one of the subjects that can not be separated from the problem of proof, although more
discrete mathematics examines the counting, algorithmic computing, and its application in daily life [1]. But, in
addition to the study, the basic concepts of mathematics: the ability to prove is an important issue that must be
mastered by the students in the study of discrete mathematics. Discrete mathematics course is a lecture given at the
final level in Mathematics Education courses are not spared from studying the mathematical proofs, although
discrete mathematics known as applied mathematics are very important in our lives. For examples smartphone
technology applications, communication network systems, and other highly related to discrete mathematics. But
before reaching that stage, the concepts related to discrete mathematics theorems need to be proved mathematically.
So the ability of proving indispensable in the study of this course. And the character of this course are discrete, so it
requires a certain creativity by students in constructing proof. Learning with an emphasis on axiomatic deductive
reasoning made through the concepts and properties of the mathematical system formed. A discussion of the proof
and the proof process of mathematical statements are an important part in this course. So the need for intellectual
concern in this course.
The study of student difficulties in constructing a mathematical proof is very important. When we know the
difficulties faced by the students well, then we can provide the perfect solution for students. Therefore, students
examine the difficulties in constructing the mathematical proof on discrete mathematics course become a necessity
as the basis for lecturers to teach the concept of proof in general, especially on discrete mathematics course. There
are several research questions proposed:
1. What are the difficulties of students in constructing mathematical proof on discrete mathematics course?
2. What causes the student having difficulty in constructing a mathematical proof?

TABLE 1. Four propositions used in this study

No Propositions Category

Given a positive integer n, r. Prove that using strategy /

1 approach to algebra and combinatorics argument
Hard

2 Given . Show that Middle

Given dan , where . Proove that

3 Easy

Prove that each set consisting of three elements of positive integers, always contains
4 Easy
two numbers which add is even

METHODOLOGY

Participants
This research was conducted at the Muhammadiyah University of Tangerang on students who are contracted
course discrete mathematics. They are students of the third year 36 people comprising 10 male and 26 female.

Instrument
The participants were given tests to measure the ability to read proof and construct mathematical proof on
discrete mathematics course. The test is given at the end of the course conducted for 14 times of lectures. Proof
reading is a skill that must be held for students of mathematics. The instrument consists of four question: one
question difficult category, a question the medium category, and two question easy category. Instrument used to
measure the ability to read proof and construct a mathematical proof is shown in Table 1.
The ability to read mathematical proof of a student when the student is able to put forward the ideas contained in
the evidence either orally or in writing by using their own language and understand what is contained in the
mathematical proof. Indicator read the proof as follows: (1) The ability to apply the stages of verification statements
into another similar statement; (2) The ability to use the definition as a reference in providing related reasons
verification measures that correct or repair-related symbols, narratives, if the premise is less precise evidence stage;
(3) Make a hypothesis (conjecture) based on the pattern and nature of some statements and prove the conjecture
obtained deductively. While the indicator of the ability to construct a proof, namely: (1) Ability to organize and
manipulate the facts, as well as the sort of steps the evidence given to the construction of valid evidence; (2) ability
to make a link between the facts known to the statement by the elements to be proved; (3) The ability to use the
premise, definitions, or theorems related statement to construct a proof.

Data analysis
The test results were analyzed based on the difficulties experienced by students in reading and constructing a
mathematical proof. Participants were divided into three groups: high, medium, and low. Then each group analyzed
the difficulties they face in constructing proof. Additionally, conducted interviews with some of the participants in
both groups of high, medium, or low.
 TABLE 2. Data Deskriptif

No Statistics Nilai
1 n 36
2 Max 28
3 Min 8
4 Ideal Score 40
5 Mean 18.22
6 SD 5.28
7 Q1; Q2; Q3 14; 18; 23

TABLE 3. Participants group

Group Interval n %
Low 8 - 13 10 25
Medium 14 - 23 21 52.5
High 24 - 28 6 15

RESULTS AND DISCUSSION

Table 2 and 3 represent the quantitative data obtained by the student in reading proof and construct proof given
proposition.
Based on Table 1, the maximum value achieved by the students was 28 (70% of the ideal score of 40) and the
minimum value is 8 (20% of the ideal score 40) with an average of 18:22 (45.55%). This shows that student
performance in reading and constructing proof is still low. Mainly students can not prove the four propositions well.
Based on the table 2, students are grouped into three categories: low (10 students), medium (21 students), and
high (6 students). The following will explain the difficulties faced by those three categories.

FIGURE 1. Students’ proof of proposition no.1

Low group is the group that received a score of 8 to 13 (20% - 32.5%), which consists of 9 students. All the
students in this group can not prove the four propositions well. They do not understand the problem, do not have
proof strategy, and does not have the motivation to working on the problems given.
Figure 1 is a result of a group of students is low. Figure 1 shows that they do not understand the given problem,
do not know the definition and symbol combinations. So the results were done no meaning at all.
 They find it difficult to learn mathematics and think mathematics is hard. The following is the interview with one
of the students in the low category:
Q: How about question last test?
S: ouuuh ... very difficult.
Q: The hard , the part where?
S: all hard Sir
Q: What did you study before the exam?
S: no ..
Q: Why?
S: I do not like it
Q: Why?
S: I do not like the discrete mathematics, especially about proving.
Q: ok ..
S: I have trouble learning mathematics

Slightly different from the middle group that received a score of 14 to 23 (35% -52.5%) of the ideal score of 40.
The group was composed of 21 students. The difficulties they face in reading and constructing the proof is the lack
of knowledge mathematics, one of the meanings of the symbols mathematics, and the lack of knowledge of
mathematical proof strategy.

FIGURE 2. Students’ proof of proposition no.4

Most of them are not used to facing mathematical problems, especially the problem of proof. So that they do not
know what to do first. This resulted in a lack of understanding of the problem proof, and the proof good writing.
Figure 2 shows the results of student work to the proposition no. 4. Based on Figure 2, the students do not
understand question that prove the strategy counterexample. Writing proof begins with the word "completion"
supposed "proof" shows they are not used to do verification.
In addition, they know the strategies to be used, but confused what to do. They can not use facts and the
difficulty of linking sentences logically (see figure 3)

FIGURE 3. Students’ proof of proposition no.2

 High group consists of 6 students with a score of 24-28 (60% -70% of the ideal score 40). They are able to
understand the math problems well, has proof a varied strategy, and is able to link the existing facts. But they are
still lacking in good writing and proof that they are still difficulties in constructing the proof using combinatorial
argument.

FIGURE 4. Students’ proof of proposition no.1

Figure 4 above shows that the students still do not understand the symbols with the correct, so that they are
difficult to prove a proposition using combinatoric argument. In addition, based on figure 4, the student is still weak
in writing is good evidence, proof does not begin with the facts that exist, and what is to be proved, and no
conclusions given what has been proved.

FIGURE 5. Students’ proof of proposition no.2

Common mistakes made in all groups is a problem that would justify evidenced by example. Figure 5 shows that
the students justify the proposition No. 2 to n = 6 by performing the calculation 1 + 2 + 3 + 4 + 5 + 6 = 21 = 7C2.

Results of this study are consistent with results of previous studies on other subjects. Results of the study [9]
Thus Spake states that students fail to construct a proof Because they could not use the syntactic knowledge that
they had. Therefore, "strategic knowledge '' plays an important role in constructing proof. Based on the results of
studies conducted by Sabri [2] of the concept of mathematical proof, student teachers suggested that the curriculum
of secondary schools should prepare students better learning mathematical proof. [5] found that the ability of
students to produce a deductive proof is still very limited. And Selden & Selden [9] states that students can not
determine whether the proof is valid or not.
 CONCLUSIONS
This study shows that the ability to read proof and construct a mathematical proof the students was low. The
difficulties faced by students in constructing such proof: (1) understanding of mathematical concepts, (2) language
and mathematical notation, (3) strategies of proof, and (4) read of proof. In addition, student perception about
mathematics and mathematical proof construction affected student proof. Writing about a good proof was another
difficulty faced by students.
This research was conducted in a campus with students who have a background of low math ability. Therefore,
there should be comparative to the students of the college who have better quality. This study is a pilot study as a
reference for researchers for further research.

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