Students' Reasoning in Mathematics Textbook Task-Solving

Autor/inn/en	Sidenvall, Johan; Lithner, Johan; Jäder, Jonas
Titel	Students' Reasoning in Mathematics Textbook Task-Solving
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 4, S.533-552 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.992986
Schlagwörter	Mathematics Instruction; Textbooks; Problem Solving; Secondary School Students; Secondary School Mathematics; Mathematical Logic; Error Patterns; Rote Learning; Logical Thinking; Imitation; Cooperative Learning; Concept Formation; Teaching Methods; Foreign Countries; Task Analysis; Video Technology; Group Discussion; Documentation; Observation; Sweden + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Problemlösen; Sekundarschüler; Mathematical logics; Mathematische Logik; Fehlertyp; Mechanisches Lernen; Kooperatives Lernen; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Aufgabenanalyse; Gruppendiskussion; Dokumentation; Beobachtung; Schweden
Abstract	This study reports on an analysis of students' textbook task-solving in Swedish upper secondary school. The relation between types of mathematical reasoning required, used, and the rate of correct task solutions were studied. Rote learning and superficial reasoning were common, and 80% of all attempted tasks were correctly solved using such imitative strategies. In the few cases where mathematically founded reasoning was used, all tasks were correctly solved. The study suggests that student collaboration and dialogue does not automatically lead to mathematically founded reasoning and deeper learning. In particular, in the often common case where the student simply copies a solution from another student without receiving or asking for mathematical justification, it may even be a disadvantage for learning to collaborate. The results also show that textbooks' worked examples and theory sections are not used as an aid by the student in task-solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01