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Mathematical Thinking and Learning Volume 16, 2014 - Issue 1
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Articles

The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks

Samuel Otten University of MissouriCorrespondence[email protected]
,
Nicholas J. Gilbertson Michigan State University
,
Lorraine M. Males University of Nebraska – Lincoln
&
D. Lee Clark University of Missouri
Pages 51-79 | Published online: 05 Feb 2014

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Meryem Nhiry, Said Abouhanifa & El Mostapha El Khouzai. (2023) The characterization of mathematical reasoning through an analysis of high school curricula and textbooks in Morocco. Cogent Education 10:1.
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Kimberly A. Conner & Brooke Krejci. (2022) Developing Secondary Students’ Understanding of Proof through Constructing, Critiquing, and Revising Arguments. Investigations in Mathematics Learning 14:2, pages 101-116.
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Andreas Bergwall. (2021) Proof-related reasoning in upper secondary school: characteristics of Swedish and Finnish textbooks. International Journal of Mathematical Education in Science and Technology 52:5, pages 731-751.
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Jöran Petersson, Judy Sayers, Eva Rosenqvist & Paul Andrews. (2021) Two novel approaches to the content analysis of school mathematics textbooks. International Journal of Research & Method in Education 44:2, pages 208-222.
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Dae S. Hong & Kyong Mi Choi. (2018) A comparative analysis of linear functions in Korean and American standards-based secondary textbooks. International Journal of Mathematical Education in Science and Technology 49:7, pages 1025-1051.
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Andreas Bergwall & Kirsti Hemmi. (2017) The State of Proof in Finnish and Swedish Mathematics Textbooks—Capturing Differences in Approaches to Upper-Secondary Integral Calculus. Mathematical Thinking and Learning 19:1, pages 1-18.
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Andreas Bergwall. Topic-specific characteristics of proof-related reasoning. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Ruhama Even & Boaz Silverman. (2023) Paths of Justification in Israeli 7th Grade Mathematics Textbooks. International Journal of Science and Mathematics Education.
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Ruveyda Karaman Dundar & Samuel Otten. (2022) High School Students’ Use of Diagrams in Geometry Proofs. International Journal of Science and Mathematics Education 21:3, pages 737-759.
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Patricio G. Herbst & Daniel Chazan. 2023. Theorizing Teaching. Theorizing Teaching 189 224 .
Orly Buchbinder, Sharon McCrone, Michelle Capozzoli & Rebecca Butler. (2022) Mathematical Knowledge for Teaching Proof: Comparing Secondary Teachers, Pre-Service Secondary Teachers, and Undergraduate Majors. International Journal of Research in Undergraduate Mathematics Education.
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Fadime Ulusoy & İsmail Batuhan Turuş. (2022) The mathematical and technological nature of tasks containing the use of dynamic geometry software in middle and secondary school mathematics textbooks. Education and Information Technologies 27:8, pages 11089-11113.
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Kimberly A. Conner. (2022) A multi-faceted framework for identifying students’ understanding of the generality requirement of proof. International Electronic Journal of Mathematics Education 17:4, pages em0702.
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Yu Fu, Chunxia Qi & Jiayao Wang. (2022) Reasoning and Proof in Algebra: The Case of Three Reform-Oriented Textbooks in China. Canadian Journal of Science, Mathematics and Technology Education 22:1, pages 130-149.
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Kotaro Komatsu & Keith Jones. (2021) Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning. Educational Studies in Mathematics 109:3, pages 567-591.
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Samuel Otten, Mitchelle M Wambua & Rajendran Govender. (2021) Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives. International Electronic Journal of Mathematics Education 16:3, pages em0662.
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Wayne Nirode & Brian Boyd. (2021) High school geometry textbooks’ proving opportunities of Common Core theorems. School Science and Mathematics 121:6, pages 345-356.
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Alexandra Hjelte, Maike Schindler & Per Nilsson. (2020) Kinds of Mathematical Reasoning Addressed in Empirical Research in Mathematics Education: A Systematic Review. Education Sciences 10:10, pages 289.
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Tijs Kleemans & Eliane Segers. (2020) Linguistic precursors of advanced math growth in first-language and second-language learners. Research in Developmental Disabilities 103, pages 103661.
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Kotaro Komatsu & Keith Jones. (2020) Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving. Digital Experiences in Mathematics Education 6:2, pages 123-143.
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Orly Buchbinder & Sharon McCrone. (2020) Preservice teachers learning to teach proof through classroom implementation: Successes and challenges. The Journal of Mathematical Behavior 58, pages 100779.
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MUHAMMED FATIH DOGAN. (2019) Sekizinci Sınıf Matematik Ders Kitabındaki Matematiksel Akıl Yürütme ve İspatı Öğrenme Olanakları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, pages 601-618.
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Wendy Rose Aaron & Patricio G. Herbst. (2017) The teacher’s perspective on the separation between conjecturing and proving in high school geometry classrooms. Journal of Mathematics Teacher Education 22:3, pages 231-256.
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Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2019) How well aligned are common core textbooks to students’ development in area measurement?. School Science and Mathematics 119:5, pages 240-254.
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Samuel Otten, Lindsay M. Keazer & Ruveyda Karaman. (2017) Teachers’ talk about the mathematical practice of attending to precision. Journal of Mathematics Teacher Education 22:1, pages 69-93.
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Di Zhang & Chunxia Qi. (2019) Reasoning and proof in eighth-grade mathematics textbooks in China. International Journal of Educational Research 98, pages 77-90.
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Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2018) Do textbooks address known learning challenges in area measurement? A comparative analysis. Mathematics Education Research Journal 30:3, pages 325-354.
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Behiye Ubuz & Utkun Aydın. (2018) Geometry knowledge test about triangles: evidence on validity and reliability. ZDM 50:4, pages 659-673.
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Tijs Kleemans, Eliane Segers & Ludo Verhoeven. (2018) Role of linguistic skills in fifth-grade mathematics. Journal of Experimental Child Psychology 167, pages 404-413.
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Andrew A. Hunte. 2018. International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. International Perspectives on the Teaching and Learning of Geometry in Secondary Schools 39 58 .
Michelle Cirillo. 2018. International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. International Perspectives on the Teaching and Learning of Geometry in Secondary Schools 283 300 .
Lianghuo Fan & Keith Jones. 2018. Advances in Mathematics Education Research on Proof and Proving. Advances in Mathematics Education Research on Proof and Proving 215 222 .
Kwong-Cheong Wong & Rosamund Sutherland. 2018. Advances in Mathematics Education Research on Proof and Proving. Advances in Mathematics Education Research on Proof and Proving 185 198 .
Kotaro Komatsu, Keith Jones, Takehiro Ikeda & Akito Narazaki. (2017) Proof validation and modification in secondary school geometry. The Journal of Mathematical Behavior 47, pages 1-15.
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Samuel Otten, Sarah K. Bleiler-Baxter & Christopher Engledowl. (2017) Authority and whole-class proving in high school geometry: The case of Ms. Finley. The Journal of Mathematical Behavior 46, pages 112-127.
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박해민 & 이종희. (2016) Analysis of Conjecture and Justification in the Second Grade Middle School Mathematics Textbooks: Focusing on Geometry. Journal of Research in Curriculum Instruction 20:5, pages 371-381.
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Nathalie Sinclair, Maria G. Bartolini Bussi, Michael de Villiers, Keith Jones, Ulrich Kortenkamp, Allen Leung & Kay Owens. (2016) Recent research on geometry education: an ICME-13 survey team report. ZDM 48:5, pages 691-719.
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Andreas J. Stylianides, Kristen N. Bieda & Francesca Morselli. 2016. The Second Handbook of Research on the Psychology of Mathematics Education. The Second Handbook of Research on the Psychology of Mathematics Education 315 351 .
Michael Weiss & Patricio Herbst. (2015) The role of theory building in the teaching of secondary geometry. Educational Studies in Mathematics 89:2, pages 205-229.
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