Reasoning-and-proving in geometry in school mathematics textbooks in Hong Kong

Abstract

International audienceTo promote learning mathematics with understanding, mathematics educators in many countries recommend that proof play a central role in school mathematics. In response to this recommendation, this study examines the opportunities for students to learn reasoning-and-proving from the geometry strand of a popular school mathematics textbook in Hong Kong. The study adopts the methodology of Stylianides (2009). Results show that Hong Kong takes the traditional but problematic approach in which proof is taught mainly in geometry and in which two-column proof is emphasized. Overall, results suggest that proof plays a marginal role in school mathematics in Hong Kong