Analysis of mathematics textbooks on reasoning and proof: a systematic review in tripartite approach
RESEARCH IN MATHEMATICS EDUCATION, 2025 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2025
- Doi Numarası: 10.1080/14794802.2025.2494738
- Dergi Adı: RESEARCH IN MATHEMATICS EDUCATION
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, ASSIA, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Hacettepe Üniversitesi Adresli: Evet
Özet
Mathematics textbooks play a crucial role as mediators between theory and practice. Reasoning and proof are core skills in school mathematics, and textbooks may significantly influence students' development of these skills. This paper presents a systematic literature review of studies that analyse mathematics textbooks in terms of reasoning and proof. Based on a full-text analysis of 45 peer-reviewed studies, the findings revealed that studies in this field began in 2004, with a peak in 2014. Most studies focused on geometry at the K-12 level. The research showed that different definitions and frameworks for reasoning and proof were used, and there is no consensus in the literature on a unified conceptualisation. Therefore, this paper presents a conceptualisation of the theoretical framework for analysing mathematics textbooks and proposes a definition of reasoning and proof. We suggest that future research should focus on the role of textbooks in the classroom.