Mathematical Reasoning and Proof in Mathematics Textbooks
DOI:
https://doi.org/10.33308/26674874.2023372589Keywords:
Reasoning and Proof, Mathematics Textbook, Textbook AnalysisAbstract
Analyzing reasoning and proving contexts in textbooks, which guide teachers and students in the process of teaching and learning mathematics, is an important step in comprehending the opportunities for students to learn to reason and prove. This study examined two mathematics textbooks for grades five and six, which were distributed to all students by the Ministry of National Education’s Education Information Network. The researchers created an analytical framework for the data analysis based on the standards used to evaluate studies in the literature. In this context, reasoning and proof activities were evaluated separately based on the fifth- and sixth-grade mathematics learning areas, the purposes of the activities in the books, and possible argument types. Findings show that reasoning and proof activities account for 21% and 13%, respectively, of all activities in fifth- and sixth-grade textbooks. As a result, reasoning and proof were found to be absent from mathematics textbook activities.
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