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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
URN: urn:nbn:se:umu:diva-30026DOI: 10.1016/j.jmathb.2004.09.002ScopusID: 2-s2.0-10144261271OAI: diva2:278964
Available from: 2009-11-30 Created: 2009-11-30 Last updated: 2015-01-23Bibliographically approved

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Sundström (Raman), Manya
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