Investigating the guidance offered to teachers in curriculum materials: The case of proof in mathematics

被引：0
作者：
Stylianides G.J. [1 ]
机构：
[1] Instruction and Learning, University of Pittsburgh, Wesley W. Posvar Hall, Pittsburgh, PA 15260
来源：
International Journal of Science and Mathematics Education | 2008年 / 6卷 / 1期
基金：
美国国家科学基金会;
关键词：
Curriculum analysis; Curriculum development; Equivalent expressions; Mathematical tasks; Mathematics curriculum; Proof; Teachers; Textbooks;
D O I：
10.1007/s10763-007-9074-y
中图分类号：
学科分类号：
摘要：
Despite widespread agreement that proof should be central to all students' mathematical experiences, many students demonstrate poor ability with it. The curriculum can play an important role in enhancing students' proof capabilities: teachers' decisions about what to implement in their classrooms, and how to implement it, are mediated through the curriculum materials they use. Yet, little research has focused on how proof is promoted in mathematics curriculum materials and, more specifically, on the guidance that curriculum materials offer to teachers to enact the proof opportunities designed in the curriculum. This paper presents an analytic approach that can be used in the examination of the guidance curriculum materials offer to teachers to implement in their classrooms the proof opportunities designed in the curriculum. Also, it presents findings obtained from application of this approach to an analysis of a popular US reform-based mathematics curriculum. Implications for curriculum design and research are discussed. © 2007 National Science Council.
引用
收藏
页码：191 / 215
页数：24
相关论文
共 46 条
  • [11] Dewey J., The psychological and the logical in teaching geometry, Educational Review, 25, pp. 387-399, (1903)
  • [12] Doyle W., Work in mathematics classes: The context of students' thinking during instruction, Educational Psychologist, 23, pp. 167-180, (1988)
  • [13] Galbraith P.L., Aspects of proving: A critical investigation of process, Educational Studies in Mathematics, 12, pp. 1-29, (1981)
  • [14] Goetting M., The College Students' Understanding of Mathematical Proof, (1995)
  • [15] Harel G., Campbell S., Zaskis R., The development of mathematical induction as a proof scheme: A model for DNR-based instruction, Learning and Teaching Number Theory, pp. 185-212, (2001)
  • [16] Healy L., Hoyles C., Proof conceptions in algebra, Journal for Research in Mathematics Education, 31, pp. 396-428, (2000)
  • [17] Hoyles C., The curricular shaping of students' approaches to proof, For the Learning of Mathematics, 17, pp. 7-16, (1997)
  • [18] Knuth E.J., Teachers' conceptions of proof in the context of secondary school mathematics, Journal of Mathematics Teacher Education, 5, pp. 61-88, (2002)
  • [19] Lappan G., Fey J.T., Fitzgerald W.M., Friel S.N., Philips E.D., Connected Mathematics Project, (1998)
  • [20] Lappan G., Fey J.T., Fitzgerald W.M., Friel S.N., Philips E.D., Getting to Know Connected Mathematics: An Implementation Guide. Connected Mathematics Project, (2002)
12345