NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027171
Record Type: Journal
Publication Date: 2014
Pages: 29
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1098-6065
The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks
Otten, Samuel; Gilbertson, Nicholas J.; Males, Lorraine M.; Clark, D. Lee
Mathematical Thinking and Learning: An International Journal, v16 n1 p51-79 2014
International calls have been made for reasoning-and-proving to permeate school mathematics. It is important that efforts to heed this call are grounded in an understanding of the opportunities to reason-and-prove that already exist, especially in secondary-level geometry where reasoning-and-proving opportunities are prevalent but not thoroughly studied. This analysis of six secondary-level geometry textbooks, like studies of other textbooks, characterizes the justifications given in the exposition and the reasoning-and-proving activities expected of students in the exercises. Furthermore, this study considers whether the mathematical statements included in the reasoning-and-proving opportunities are general or particular in nature. Findings include the fact that the majority of expository mathematical statements were general, whereas reasoning-and-proving exercises tended to involve particular mathematical statements. Although reasoning-and-proving opportunities were relatively numerous, it remained rare for the reasoning-and-proving process itself to be an explicit object of reflection. Relationships between these findings and the necessity principle of pedagogy are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A