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Opportunities for Reasoning and Proving in Geometry in Secondary School Textbooks from Trinidad and Tobago

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International Perspectives on the Teaching and Learning of Geometry in Secondary Schools

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This study examines the quantity and quality of opportunities for reasoning and proving within the geometry content of three secondary school Mathematics textbooks in Trinidad and Tobago. I use an instrument from Otten et al. (Math Thinking Learn 16:51–79, 2014) to code and analyze the opportunities for students to reflect on or engage in reasoning and proof . My analysis suggests that the three textbooks contain opportunities for students to identify patterns, make conjectures , and construct proofs . At least 30% of the student exercises in two of the textbooks promoted Geometric Calculations with Number and Explanation (GCNE), which provide opportunities for students to develop non-proof arguments or rationales. The findings of this examination can potentially help in guiding curriculum developers, policy makers, and textbook authors with the future design of textbooks, curriculum materials, and other instructional resources that foster the intellectual need of reasoning and proof in students’ mathematical experiences.

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Notes

  1. 1.

    The Caribbean Examination Council (CXC) administers the CSEC examinations and develops the syllabi for 31 academic and vocational subjects written by students throughout the Caribbean region. A successful completion of the CSEC examinations gives entry into post-secondary institutions in the Caribbean, UK, USA and Canada.

  2. 2.

    Candidates for the CSEC examination include in-school and private students seeking full certification for their completion of secondary school in the Caribbean. A full certificate consists of passes in at least five subject areas inclusive of Mathematics and English. All students within the Caribbean must gain full certification in order to pursue higher learning at post-secondary or tertiary institutions.

  3. 3.

    Cognitive complexity refers to the features of a mathematical task that promote students’ engagement in cognitive process such as making connections among geometrical concepts and mathematical reasoning (Magone et al., 1994).

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Authors and Affiliations

  1. The University of Trinidad and Tobago, Arima, Trinidad and Tobago

    Andrew A. Hunte

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  1. Andrew A. Hunte
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Correspondence to Andrew A. Hunte .

Editor information

Editors and Affiliations

  1. School of Education, University of Michigan, Ann Arbor, Michigan, USA

    Patricio Herbst

  2. Institute of Teacher Education, Penang, Malaysia

    Ui Hock Cheah

  3. Département de didactique, Université de Montréal, Montreal, Québec, Canada

    Philippe R. Richard

  4. School of Education, University of Southampton, Southampton, United Kingdom

    Keith Jones

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Hunte, A.A. (2018). Opportunities for Reasoning and Proving in Geometry in Secondary School Textbooks from Trinidad and Tobago. In: Herbst, P., Cheah, U., Richard, P., Jones, K. (eds) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-77476-3_4

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  • DOI: https://doi.org/10.1007/978-3-319-77476-3_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-77475-6

  • Online ISBN: 978-3-319-77476-3

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