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Curricula in many countries include mathematical reasoning as an aim, a competence or proficiency that students should acquire. This inclusion has been supported by wide dissemination of frameworks advocating reform that have arisen from the research community. We present the first part of a project aiming to investigate how ideas about reasoning originating in these frameworks are recontextualised in curricula, textbooks and classrooms. We analyse discourses about reasoning in three such frameworks, identifying how each characterises the nature of mathematical reasoning and the ways students are expected to relate to it. We also examine the extent to which reasoning is construed as a goal of mathematics education or as a means to achieving other goals. In this paper, we explain the methods used for analysing reasoning discourse and identify key findings from the analysis.
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Magnus Österholm
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Umeå University
Umeå School of Education
Faculty of Science and
Technology
Department of Science
and Mathematics Education
Umeå Mathematics
Education Research Centre
Mid Sweden University
Faculty of Science,
Technology and Media
Department of Engineering,
Mathematics and Science
Education
Monash University
Faculty of Education
Linköping University
The Institute of Technology
Department of Mathematics
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