Argumentation opportunities developed in Grade 11 Mathematics textbooks with a focus on Euclidean geometry

The study examined how argumentation opportunities are developed in Grade 11 mathematics textbooks, with a focus on Euclidean geometry. Using an interpretivist paradigm and a descriptive qualitative approach, the study employed Stylianides’s Reasoning-and-Proving Framework to analyze the development of reasoning and proving elements in the textbooks. This framework provided a comprehensive model for evaluating processes such as identifying patterns, making claims, providing proof, and understanding the purpose of argumentation. The research used purposeful sampling to select two common and two less common Grade 11 textbooks, ensuring a diverse representation of argumentation constructs. Textbook content analysis, guided by the framework, reviewed 1084 Euclidean geometry tasks across the four textbooks. The data submitted here are the analysis of the four mathematics textbooks. All the questions found in each textbook were coded for a specific argumentation component.

本研究考察了高中11年级数学教科书中论证机会的构建情况，重点聚焦于欧几里得几何（Euclidean geometry）。本研究采用解释主义范式（interpretivist paradigm）与描述性质性研究方法，运用斯蒂利亚尼德斯（Stylianides）的推理与论证框架（Reasoning-and-Proving Framework），对教科书中推理与论证要素的构建过程展开分析。该框架提供了一套完备的评估模型，可用于评估识别模式、提出主张、给出证明以及理解论证目的等研究环节。本研究采用目的抽样（purposeful sampling）法，选取2本常用与2本不常用的高中11年级数学教科书，以确保论证构建维度的样本多样性。在该框架的指导下，本研究开展教科书内容分析，对4本教科书中共计1084道欧几里得几何练习题进行了梳理与编码。本研究提交的数据集即来自对上述4本数学教科书的分析结果。本研究针对每本教科书中的所有习题，均依据特定的论证子维度完成了编码。