Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof.

Autor/inn/en	Hemmi, Kirsti; Lepik, Madis; Viholainen, Antti
Titel	Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof.
Quelle	In: Journal of curriculum studies, 45 (2013) 3, S. 354-378Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2012.754055
Schlagwörter	Argumentation; Schulmathematik; Interkultureller Vergleich; Entwicklung
Abstract	Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries' curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students' understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/4