The design of textbooks and their influence on students’ understanding of ‘proof’ in lower secondary school
Fujita, Taro, Jones, Keith and Kunimune, Susumu (2009) The design of textbooks and their influence on students’ understanding of ‘proof’ in lower secondary school. In, Fou-Lai Lin, Feng-Jui Hsieh, Gila Hanna and Michael de Villiers (eds.) Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education. Taipei, Taiwan, National Taiwan Normal University, 172-177.
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In this paper we report on our analysis of textbooks commonly used for teaching students about proof in geometry in lower secondary school in Japan. From our analysis we found that, as expected from the curriculum specification, deductive reasoning is prominent in Japanese textbooks. Yet the way that proof and proving is presented in these textbooks shows geometry as a very formal subject for study, one that omits to illustrate convincingly for students the difference between formal proof and experimental verification. As such, we argue that an improvement in textbook design is likely to involve providing students with more effective instructional activities so that they appreciate more fully the notion of ‘generality of proof’.
|Item Type:||Book Section|
|Keywords:||jones, keith, southampton, textbook, instruction, pedagogy, strategies, proof, secondary school, students, icmi, conference, proving, mathematics education|
|Subjects:||L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics, Science & Health Education (MSHE)
|Date Deposited:||04 Feb 2010|
|Last Modified:||27 Mar 2014 18:51|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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