This study is a part of a large scale project in
which an action research design is used to teach proof to 11th grade
students. This part of the project aims to identify students’ comprehension
level through five proof comprehension tests developed by the researchers based
on the National Geometry Curriculum. Data were analyzed by considering the
framework of Yang and Lin’s (2008) multilevel model. Results showed none of the
students were successful at the most sophisticated level of the proof
comprehension tests which requires conducting a proof in various ways or
proving different theorems by using the same proof methods. Moreover, the highest
proof comprehension was obtained from the level containing knowledge about
definition, properties, and meanings of symbols. Achievement and comprehension
decreased for components of a proof needing higher level mathematical skills.
Based on the study’s results, suggestions about teaching proof are provided.
Proof, proving, Comprehension of proof, Proof comprehension test, High school student, Mathematics education