Epistemological messages conveyed by three high school and college mathematics textbooks
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
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.
College mathematics, Continuity, Pre-calculus
Research subject Education
IdentifiersURN: urn:nbn:se:umu:diva-30026DOI: 10.1016/j.jmathb.2004.09.002ScopusID: 2-s2.0-10144261271OAI: oai:DiVA.org:umu-30026DiVA: diva2:278964