Proof-related competences in Nordic mathematics curricula
a cross-cultural comparison
DOI:
https://doi.org/10.7146/nomad.v30i3.151471Keywords:
mathematical proof, argumentation, school mathematics, cross-cultural comparisons, curriculumAbstract
This article examines the presentation and progression of proof-related competencies in the national curricula of Denmark, Finland, Norway, and Sweden. Building on Hemmi, Lepik, and Viholainen’s (2013) work, this study provides an updated analysis of curricular expectations regarding proof and proving across Nordic countries, refining the framework used in prior research. Findings indicate that Denmark and Finland emphasise proof-related competencies more consistently across school levels than Norway and Sweden, with “proof” explicitly referenced in upper grades. This study highlights differences in curricular emphasis and suggests that future applications of the analytic framework might include textbook analysis to further illuminate proof competency development.
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