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Guidance offered to teachers in curriculum materials for engaging students in proof tasks: The case of Korean grade 8 geometry

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한국수학교육학회|2024.06|Mathematics Education Research and Practice|제27권 제2호|pp. 195-210|DOI https://doi.org/10.7468/jksmed.2024.27.2.195

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키워드

textbook analysisproofguidanceteacher learning

초록

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the contentspecific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

Abstract

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the contentspecific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

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