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Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.ORCID-id: 0000-0003-0120-9829
Tallinn University, Estonia.
University of Eastern Finland, Finland.
2013 (engelsk)Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, nr 3, s. 354-378Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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. 

sted, utgiver, år, opplag, sider
2013. Vol. 45, nr 3, s. 354-378
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-18265DOI: 10.1080/00220272.2012.754055ISI: 000319106100003Scopus ID: 2-s2.0-84878105826OAI: oai:DiVA.org:mdh-18265DiVA, id: diva2:607310
Tilgjengelig fra: 2013-02-22 Laget: 2013-02-22 Sist oppdatert: 2017-12-06bibliografisk kontrollert

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