Publication at Faculty of Mathematics and Physics, Faculty of Education |
2012
Abstract
This paper summarizes the study conducted on eight series of middle-school mathematical textbooks in the Czech Republic. The aim of the text analysis was to find to what degree the authors of analyzed textbooks support teachers in the classroom practices that are based on the problem-solving nature of mathematics, mathematical reasoning and inter-relatedness of mathematical constructs.
The term justification is defined to frame the analysis, and applied to the treatment of five distinct topics. The results yielded strong support of the need to justify, minimal support of student involvement and more complex results in making connections between mathematical constructs.