Mathematical proofs in Japanese and Norwegian grade 5–9 textbooks

Overview & Synopsis

This study compares the presentation of proofs in Norwegian and Japanese Grade 5-9 mathematics textbooks, focusing on logical, mathematical, and didactical structures. Proof and proving have distinct roles in the curricula of these two countries, with Norway recently emphasizing reasoning and argumentation, while Japan has long incorporated proof into mathematics education. The research focuses on specific theorems such as the sum of interior angles in a triangle, and the Pythagorean theorem. The results reveal differences in how proofs are introduced, structured, and integrated into the learning process across these educational systems.