Functions of proof: a comparative analysis of French and Japanese national curricula and textbooks.

Autor/in	Miyakawa, Takeshi
Titel	Functions of proof: a comparative analysis of French and Japanese national curricula and textbooks.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 333-338 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 338
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Sekundarstufe I; Schulbuch; Euklidische Geometrie; Mathematikunterricht; Online-Publikation; Frankreich; Japan
Abstract	The aim of this paper is to identify, through a comparative analysis of French and Japanese national curricula and textbooks, different functions attributed to and/or played by proof in geometry, and clarify the relations between the identified functions and the nature of related objects (e.g., theory, statement, diagram). As a result, it is made clear that proofs in two countries play some functions in different ways, and two countries take distinct positions on the choice of a raison d'être of proof (reason why proof is necessary in mathematics) around justification function: justification without perception in France and justification of general case in Japan. The analysis also shows that the functions identified in curricula and textbooks affect and/or are affected by the nature of related objects. For example, justification without perception is closely related to the theoretical geometry as an object to be taught, and provokes the use of 'incorrect' diagrams in French textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1