The aim of this research is to find a broad and deep description of written mathematical communication of prospective mathematics teacher in mathematics proving. The subject of this research is a prospective mathematics teacher of the sixth semester with high math ability selected from 98 students who do proving task. The 98 students are assigned two numbers of proving tasks on geometry and algebra in the 10th grade of the science program.

The results of this study indicate that at the stage of understanding the problem arises two kinds of communication activities, those are presents the problem into the form of images or symbols, and reveal the elements that are known and which will be proven from the problem given. At the stage of device a plan emerged communication activities, those are present the method of proof to be used, and present a solution strategy. The next communication activities that appear at the stage of carry out the plan are declaring the image into words, modifying the image into a more understandable form, expressing the idea in symbolic form, reiterating the idea in another form or equivalent form to achieve solutions, show intermediate mathematical results, explain ideas based on drawings or intermediate mathematical results, propose the argument, show the work involved in reaching a solution, and  show final results obtained. At the end of the proving the subject reaffirms the results obtained but does not review them.

In general, ideas expressed either in the form of words or in the form of symbols or notations are written in accordance with applicable mathematical rules. The ideas are expressed logically and systematically and can be well understood.

 

Keywords: Written mathematical communication, proving, prospective math teacher