engleski

Investigating Adaptive Reasoning and Strategic Competence in Croatian Mathematics Education: The Example of Quadratic Function

Since the 1980s many mathematics educators have emphasized that being able to use computational procedures accurately and quickly, or reproduce large quantities of knowledge, isn’t sufficient for students to be mathematically proficient. The development of students’ reasoning and problem-solving skills, as well as the ability to connect and communicate mathematical ideas came into focus. One of the frameworks which considers a more comprehensive approach to mathematics learning is mathematical proficiency by Kilpatrick, Swafford and Findell. Mathematical proficiency proposes five equally important and mutually interdependent strands. This paper aims to investigate two of the strands: adaptive reasoning and strategic competence in Croatian mathematics education regarding quadratic functions. The objective is to gain insight into curriculum requirements and students’ skills, explore indicators of adaptive reasoning and strategic competence and thus reach a deeper understanding of the situation. One of the most commonly used textbooks in high school mathematics in Croatia has been analysed with the purpose of determining the extent and the nature to which textbooks enable opportunities for the development of these strands regarding quadratic functions. A case study with three second-grade gymnasium students was conducted to gain insight into the adaptive reasoning and strategic competence skills activated while solving quadratic function tasks.

mathematical proficiency ; adaptive reasoning ; strategic competence ; quadratic function ; textbook analysis ; case study

nije evidentirano