@article{2015,title={SECONDARY MATHEMATICS PRE-SERVICE TEACHERS’ OPINIONS ABOUT “PROOF WITHOUT WORDS"},abstractNode={Proofs without words are pictures or diagrams that help the reader see why a particular mathematical statement may be true, and also see how one might begin to go about proving it true (Alsina ve Nelsen, 2010). The aim of this study is to investigate secondary mathematics pre-service teachers opinions about “proof without words”. Case study method as a form of qualitative research is used in the study. Participants of the study consist of 57 secondary mathematics pre-service teachers who were fifth-year students in a state university located in the Central Anatolia. The study was conducted in 2013-2014 education and teaching year in the lesson that “Investigation Projects in Field Education”. The data were collected with the questions that directed to pre-service teachers at the end of the period. The questions were used for receive opinions from pre-service teachers who lived experience with proof without words to be effective or ineffective. The writing data were collected. The data were analyzed and classified according to similarities and differences between the responses of pre-service teachers. The findings obtained from the study show that pre-service teachers think that proof without words provide retention, concretization, understanding mathematical formula and statement, relating with subjects, making a sensation, gaining self-confidence. Also pre-service teacher expressed that proof without words are productive, enjoyable and pre-service teacher stated that they learned new knowledge with proof without words, in the future they can use proof without words in their lesson. This views support that visualization contribute in mathematics education. The results of the study are discussed and compared with the literature, and suggestions have been made for new studies in this direction.},author={Handan DEMİRCİOĞLU-- Kübra POLAT},year={2015},journal={The Journal of Academic Social Science Studies}}