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    Opportunities to Learn Reasoning and Proof in Eighth-Grade Mathematics Textbook
    (İnönü Üniversitesi, 2019) Doğan, Muhammed Fatih
    Abstract In this study, reasoning and proof activities in the eighth-grade mathematics textbook were investigated. The reasoning and proof activities of the entire textbook were evaluated separately based on the different learning areas, sections of the book, and purpose of the activities. According to the results, these activities constituted 7.7% of all activities in the book. The proportion of the reasoning and proof activities differed by learning area, with 11.8% of the total activities in Numbers and Operations, 7.8% in Probability, 7.4% in Geometry and Measurement, and 5.3% in Algebra. In the learning area of Statistics, no such content was found. When the sections of the book were evaluated, most of the proof-related activities were observed in the Warning section (55%); followed by 38% in the Information and Activity sections and 29% in the Warming-up section. This ratio was only 2.9% in the Examples section, and there was no proof related content found in the Exercises section. In examining the purpose of proof activities, it was mostly used for investigating claims/conjectures (49 tasks), and making claims/conjectures (20 tasks). There were only 8 activities for evaluating an argument, but none for producing arguments. The results conclude that reasoning and proof were not sufficiently evident in the textbook; therefore, the engagement of students with such activities may be limited. Keywords: Reasoning and Proof, Textbook Analysis, Curriculum