Abstract
Despite the importance of reasoning and proof (RP) opportunities in mathematics textbooks has been focused on by many researches, the methodologies were lack of consistency. To make it more accessible to obtain specific details about RP in the mathematics textbooks and compare RP across Oriental and Western mathematics textbooks, this study provides a unified analytical framework to present RP within the exercises and narratives. Meanwhile, this paper utilized this new framework to examine two volumes of Chinese reform-oriented eighth-grade mathematics textbooks. We connected the results with prior researches, and discussed the features of Chinese textbook design regarding to RP compared with U.S. textbooks. Moreover, this framework could also be applicable to examine RP in the enacted lessons in future studies.
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