uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The State of Proof in Finnish and Swedish Mathematics Textbooks: Capturing Differences in Approaches to Upper-Secondary Integral Calculus
Univ Orebro, Orebro, Sweden.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Abo Akad Univ, Turku, Finland. (matematikdidaktik)ORCID iD: 0000-0003-0120-9829
2017 (English)In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 19, no 1, 1-18 p.Article in journal (Refereed) 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 textbooks 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.

Place, publisher, year, edition, pages
2017. Vol. 19, no 1, 1-18 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-316902DOI: 10.1080/10986065.2017.1258615ISI: 000393783900001OAI: oai:DiVA.org:uu-316902DiVA: diva2:1079283
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-09Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Hemmi, Kirsti
By organisation
Department of Education
In the same journal
Mathematical Thinking and Learning
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 200 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf