Reasoning and proof in eighth-grade mathematics textbooks in China

Zhang, Di; Qi, Chunxia

doi:10.1016/j.ijer.2019.08.015

Cited by 15 publications

(11 citation statements)

References 38 publications

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“…The conversation mainly focused on the teachers' concerns about teaching quadratic equations and diagnosing their problems with teaching the material. Because mathematics textbooks are the main references for teachers' daily teaching activities, as well as the main resources from which students learn mathematics in China (Zhang & Qi, 2019), the researchers led the teachers to read the textbook and gave suggestions that closely aligned with the textbook. The teachers' concerns regarding the sequence in which to teach the various methods for solving quadratic equations were as follows:…”

Section: Epr1: the Rtp Focused On Clarifying The Rationale Behind Which Sequence Of Methods For Solving Quadratic Equations Should Be Usementioning

confidence: 99%

Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China

Cao

Huang

2021

Int J of Sci and Math Educ

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This study aimed to investigate teachers' learning through researcher-teacher partnerships (RTPs). The theoretical framework, developed by Bannister, was applied to examine teacher learning in RTPs. Specifically, a case study of an RTP was conducted, in which university researchers collaborated closely with mathematics teachers. The data-including audio recordings of lesson-preparing discussions, lesson plans, videotaped lessons, and post-lesson interviews-were collected and analyzed to describe the case. It was found that the identity of the participating teachers changed from "problem posers and solution receivers" to "collaborative problem solvers" in the process of negotiating and finding solutions to practical problems with researchers within the RTP. Moreover, the selected theoretical framework was enriched by the inclusion of enactment and reflection.

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Section: Epr1: the Rtp Focused On Clarifying The Rationale Behind Which Sequence Of Methods For Solving Quadratic Equations Should Be Usementioning

confidence: 99%

Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China

Cao

Huang

2021

Int J of Sci and Math Educ

Self Cite

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“…These proof methods can be combined to identify students' proximal development zone and their learning acceptance ability more effectively. This study mainly revolves around the following three questions; (1) What are the students' characteristics of different levels present when proofing the triangle's inner angle? ; (2) How students think when proving that the angle in the triangle is equal to 180°?.…”

Section: Draw a Conclusionmentioning

confidence: 99%

“…Educational experts believe that the process of mathematical proving is an effective way to improve students' reasoning ability [1]. But every textbook proves that the triangle is 180°, each process has its own advantages and disadvantages.…”

Section: Draw a Conclusionmentioning

confidence: 99%

“…Mathematical proof ability is very important and one of the higher order thinking skills [1]- [3]. Mathematics proof is referred to the researchers [4], based on existing knowledge experience, the emotion, individual intuition, under the influence of non-intelligence factors such as forehead in specific situation, the use of analogy, suppose, induction and another form of thinking, given the objective facts to conform to the experience, idealized proof, is a kind of uncertain proof.…”

Section: Introductionmentioning

confidence: 99%

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Is a triangle 180 degrees? Using relevant material to explore elementary school students’ reasoning ability

Chen

Zhou

Wijaya

et al. 2021

IJELE

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Students’ proof construction is one of the important abilities in learning mathematical knowledge. To understand the development of Students’ proof construction of the fourth-grade students in Guilin, 15 fourth-grade students were selected to conduct an exploration activity about the sum of the inner angles of a triangle is equal to 180°. Through the observation and interview with students in the activities, we conclude that the reasonable ability of excellent students has coherence and integrity, the middle level students’ proof construction is ordinary and still need to improve, and the Low Students’ proof construction students are weak, and it is difficult to understand the research object. The teacher must have a creative and interesting method to teach students to improve Students’ proof construction from the research process and results.

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“…Logical reasoning skills are a basic form of thinking in mathematics and often used in people's study and life (Chotimah et al, 2020;Zhang & Qi, 2019). PISA2021 framework divides mathematical reasoning into deductive reasoning and inductive reasoning.…”

Section: Introductionmentioning

confidence: 99%

Measuring Student’s Logical Reasoning Skills of Chinese Senior High School Using Rasch Measurement Model

Gan

Wijaya

2021

JM-MEJ

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This study aims to develop an evaluation tool to evaluate the overall logical reasoning core literacy skill and understand the differences in logical reasoning skills between students of different classes and genders. The quality of the developed evaluation tool is tested and optimized based on the Rasch model. The measured sample data are processed and analyzed by winsteps software and SPSS software. 122 senior three students from different classes were evaluated by the developed logical reasoning literacy level evaluation tool with good reliability and validity. It was found that the overall logical reasoning skills of senior high school students was concentrated in Level II, and some students could reach Level III; there are obvious differences in the level of logical reasoning skills between the experimental class and the ordinary class. The overall level of the experimental class is higher than that of the ordinary class; there is little difference in the distribution of male and female at the low level, but compared with male, female' literacy Level Is obviously limited after reaching a certain level, so it is difficult to break through and rise to the third level.

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Reasoning and proof in eighth-grade mathematics textbooks in China

Cited by 15 publications

References 38 publications

Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China

Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China

Is a triangle 180 degrees? Using relevant material to explore elementary school students’ reasoning ability

Measuring Student’s Logical Reasoning Skills of Chinese Senior High School Using Rasch Measurement Model

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