Changing the significance of proof-related reasoning in upper-secondary school textbooks – a comparison between different German federal states and Hungary related to the law of sines
Résumé
Reasoning and proving are essential for doing mathematics hence they should be one of the main activities in mathematics classrooms, too. In particular, as part of the implemented curriculum, textbooks play an important role in mathematics education and can offer deep insights into the learning opportunities students are given in classrooms. Although extensive research on textbook analysis that investigates students’ potentials to improve their reasoning and proving skills can be found in related literature, analysis of those opportunities on the topic of trigonometry is rare. This paper draws on the work of Thompson, Senk and Johnson (2012), to investigate the way the law of sines, as one of the central theorems in trigonometry, is presented in textbooks in four educational administrations. It also compares the volume and content of proof-related tasks in those textbooks.
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