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The design of textbooks and their influence on students’ understanding of ‘proof’ in lower secondary school

Record type: Conference or Workshop Item (Paper)

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’.

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Citation

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 Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education. National Taiwan Normal University., pp. 172-177.

More information

Published date: May 2009
Venue - Dates: conference; 2009-05-10; 2009-05-15, 2009-05-10 - 2009-05-15
Keywords: jones, keith, southampton, textbook, instruction, pedagogy, strategies, proof, secondary school, students, icmi, conference, proving, mathematics education
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 72264
URI: http://eprints.soton.ac.uk/id/eprint/72264
ISBN: 9789860182101
PURE UUID: 8ece8177-43c7-41d6-8633-9d4c4ec0121c
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 04 Feb 2010
Last modified: 18 Jul 2017 23:55

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