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Epistemological messages conveyed by three high school and college mathematics textbooks
Rutgers University, New Brunswick, USA.
2004 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 23, no 4, 389-404 p.Article in journal (Refereed) Published
Abstract [en]

Mathematics textbooks embody a particular set of assumptions about mathematics or the mathematics intended for students at a particular level. Thus, an epistemological analysis of textbooks can provide some context for understanding, for example, the difficulties many students encounter when moving from high-school to collegiate mathematics. In this study, we consider how typical pre-calculus, calculus, and analysis texts treat the topic of continuity. We find that these texts send conflicting messages regarding the status and purpose of mathematical definitions.

Place, publisher, year, edition, pages
2004. Vol. 23, no 4, 389-404 p.
Keyword [en]
College mathematics, Continuity, Pre-calculus
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-30026DOI: 10.1016/j.jmathb.2004.09.002Scopus ID: 2-s2.0-10144261271OAI: oai:DiVA.org:umu-30026DiVA: diva2:278964
Available from: 2009-11-30 Created: 2009-11-30 Last updated: 2017-12-12Bibliographically approved

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fulltext(312 kB)54 downloads
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Sundström (Raman), Manya
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf