Epistemological messages conveyed by three high-school and college mathematics textbooks |
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Authors: | Manya Raman |
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Affiliation: | Graduate School of Education, 10 Seminary Place, Rutgers University, New Brunswick, NJ 08901, USA |
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Abstract: | 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. |
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Keywords: | College mathematics Continuity Pre-calculus |
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