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Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula-towards a framework of developmental proof
Mälardalen University, School of Education, Culture and Communication.ORCID iD: 0000-0003-0120-9829
Tallinn University, Estonia.
University of Eastern Finland, Finland.
2013 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 3, 354-378 p.Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
2013. Vol. 45, no 3, 354-378 p.
National Category
Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-18265DOI: 10.1080/00220272.2012.754055ISI: 000319106100003Scopus ID: 2-s2.0-84878105826OAI: oai:DiVA.org:mdh-18265DiVA: diva2:607310
Available from: 2013-02-22 Created: 2013-02-22 Last updated: 2016-03-10Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
  • rtf