Throughout the last decade, increasing attention has been given to the discontinuity phenomena of university students in mathematics during their transition from school to university. We hypothesize that two transformations in this transition period have played an important role: the transformation of the character of mathematics and the transformation of the learning strategies necessary at school and at university. Following this hypothesis, we will present a study analyzing and comparing German textbooks at upper secondary level and university level, respectively. We assume that both transformations can be understood more deeply when we examine the way textbooks are designed. Hence, a categorical system has been developed which focuses on the criteria such as “development of concepts”, “deduction of theorems”, “proof” and “tasks” as well as “motivation”, and “structure and visual representation”. This article presents the developed framework and discusses results from two feasibility studies conducted with different widely used German textbooks at both school and university levels. [Editor]

Original language | English |
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Title of host publication | Transformation - A Fundamental Idea of Mathematics Education |

Editors | Sebastian Rezat, Mathias Hattermann, Anrea Peter-Koop |

Number of pages | 22 |

Place of Publication | New York |

Publisher | Springer |

Publication date | 2014 |

Pages | 29-50 |

ISBN (Print) | 978-1-4614-3488-7 |

ISBN (Electronic) | 978-1-4614-3489-4 |

DOIs | |

Publication status | Published - 2014 |

**Research in teaching and learning**- Character of mathematics, Learning strategies, Secondary school, University, Double discontinuity, High dropout rate, Theory-based, Development of framework, Feasibility studies, Development of concepts, Deduction of theorems, Proof, Tasks, Motivation, Structure and visual representation, Reliability, Interrater agreement

ID: 65710