
06271684
j
2014c.00533
Fujita, Taro
Jones, Keith
Reasoningandproving in geometry in school mathematics textbooks in Japan.
Int. J. Educ. Res. 64, 8191 (2014).
2014
Elsevier, Amsterdam
EN
E53
G43
U23
school textbooks
geometry education
reasoningandproving
Japan
congruent triangles
doi:10.1016/j.ijer.2013.09.014
Summary: In Japan it is in grades 79, 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 1314 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 reasoningandproving. 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.