Proof and proving in current classroom materials
Proof and proving in current classroom materials
Research across many countries reports that teaching the key ideas of proof and proving to all students is not an easy task. This paper reports on the session of the BSRLM Geometry Working Group which examined current classroom material from the UK with the intention of uncovering the ‘opportunities for proof’ in geometry that are provided by such material. To carry out such an analysis three analytical frameworks are compared. Two of the analytical frameworks, while placing proof and proving in a wider context of learners’ mathematics, may not fully uncover the detail of proof and proving. The third analytical framework, while permitting a detailed analysis of explicit proof and proving, may not fully account for textbooks that devote most space to discussions of proof and proving and/or contain problems that implicitly provoke proof. This comparison reveals some of the complexity of textbook analysis and suggests that further work is needed on a suitable analytical framework.
pedagogy, curriculum, teaching, learning, geometry, mathematics, england, geometric, geometrical, textbook, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom
142-146
Jones, Keith
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Fujita, Taro
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Clarke, Nichola
6ae79cc3-f078-459f-a18c-3f776e91363c
Lu, Yu-Wen
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15 November 2008
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Clarke, Nichola
6ae79cc3-f078-459f-a18c-3f776e91363c
Lu, Yu-Wen
f5932832-50c8-4717-ac46-8e2bd0a33375
Jones, Keith, Fujita, Taro, Clarke, Nichola and Lu, Yu-Wen
(2008)
Proof and proving in current classroom materials.
Proceedings of the British Society for Research into Learning Mathematics, 28 (3), .
Abstract
Research across many countries reports that teaching the key ideas of proof and proving to all students is not an easy task. This paper reports on the session of the BSRLM Geometry Working Group which examined current classroom material from the UK with the intention of uncovering the ‘opportunities for proof’ in geometry that are provided by such material. To carry out such an analysis three analytical frameworks are compared. Two of the analytical frameworks, while placing proof and proving in a wider context of learners’ mathematics, may not fully uncover the detail of proof and proving. The third analytical framework, while permitting a detailed analysis of explicit proof and proving, may not fully account for textbooks that devote most space to discussions of proof and proving and/or contain problems that implicitly provoke proof. This comparison reveals some of the complexity of textbook analysis and suggests that further work is needed on a suitable analytical framework.
Text
Jones_etc_proof_ classroom_materials_2008
- Accepted Manuscript
More information
Published date: 15 November 2008
Keywords:
pedagogy, curriculum, teaching, learning, geometry, mathematics, england, geometric, geometrical, textbook, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 66296
URI: http://eprints.soton.ac.uk/id/eprint/66296
ISSN: 1463-6840
PURE UUID: af8fe79e-84f0-4c59-90c6-8874b11ae2c0
Catalogue record
Date deposited: 29 May 2009
Last modified: 13 Mar 2024 18:15
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Contributors
Author:
Taro Fujita
Author:
Nichola Clarke
Author:
Yu-Wen Lu
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