\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2014c.00533}
\itemau{Fujita, Taro; Jones, Keith}
\itemti{Reasoning-and-proving in geometry in school mathematics textbooks in Japan.}
\itemso{Int. J. Educ. Res. 64, 81-91 (2014).}
\itemab
Summary: In Japan it is in grades 7--9, and primarily in geometry, that school students are introduced to the significance and methodology of proof in mathematics. As textbooks play a central role in everyday lessons in Japan, this paper presents an analysis of the geometry chapters of a selected mathematics textbook currently in common use with students aged 13--14 in grade 8. We show that the emphasis in the textbook is on `direct' proofs of geometrical statements, accompanied by activities which encourage students to form conjectures. Based on our analysis, we raise critical issues related both to the strengths and weaknesses of such a textbook design on students' understanding of reasoning-and-proving. The strengths, as evidenced by Japanese national data, are that most grade 8 students in Japan are able to construct suitable proofs -- usually based on congruent triangles. The weaknesses, as verified by other research, are that the same students may not fully appreciate the necessity or generality of mathematical proof.
\itemrv{~}
\itemcc{E53 G43 U23}
\itemut{school textbooks; geometry education; reasoning-and-proving; Japan; congruent triangles}
\itemli{doi:10.1016/j.ijer.2013.09.014}
\end