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.354-378 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2012.754055
Schlagwörter	Foreign Countries; Mathematics Instruction; Persuasive Discourse; Mathematics Curriculum; Cross Cultural Studies; Mathematics Skills; Logical Thinking; Educational Objectives; Comparative Education; Estonia; Finland; Sweden + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Persuasion; Persuasive Kommunikation; Cultural comparison; Kulturvergleich; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational objective; Bildungsziel; Erziehungsziel; Vergleichende Erziehungswissenschaft; Estland; Finnland; Schweden
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. (Contains 3 notes and 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10