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The State of Proof in Finnish and Swedish Mathematics Textbooks: Capturing Differences in Approaches to Upper-Secondary Integral Calculus
Örebro universitet, Institutionen för naturvetenskap och teknik.ORCID-id: 0000-0002-8520-8200
Åbo Akademi University, Åbo, Finland; Uppsala University, Uppsala, Sweden.ORCID-id: 0000-0003-0120-9829
2017 (engelsk)Inngår i: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 19, nr 1, s. 1-18Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Students’ difficulties with proof, scholars’ calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related reasoning in integral calculus, a key subject in transitioning from secondary to tertiary education. We analyze expository sections and nearly 2000 students’ exercises in the four most frequently used Finnish and Swedish textbook series. Results indicate that Finnish textbooks offer more opportunities for learning proof than do Swedish textbooks. Proofs are also more visible in Finnish text-books than in Swedish materials, but the tasks in the latter reflect a higher variation in nature of proof-related reasoning. Our results are compared with methodologically similar U.S. studies. Consequences for learning and transition to university mathematics, as well as directions for future research, are discussed.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017. Vol. 19, nr 1, s. 1-18
HSV kategori
Forskningsprogram
Matematik
Identifikatorer
URN: urn:nbn:se:oru:diva-54871DOI: 10.1080/10986065.2017.1258615ISI: 000393783900001OAI: oai:DiVA.org:oru-54871DiVA, id: diva2:1066941
Tilgjengelig fra: 2017-01-19 Laget: 2017-01-19 Sist oppdatert: 2020-01-30bibliografisk kontrollert

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Bergwall, AndreasHemmi, Kirsti

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