Reconstructing Proof Instruction in High School Geometry With Engagement and Relevance
Citation
Moser, Jim. 2019. Reconstructing Proof Instruction in High School Geometry With Engagement and Relevance. Master's thesis, Harvard Extension School.Abstract
This thesis argues that proof should remain in the high school geometry curriculum, advocating an approach that makes its study worthwhile and engaging for students. It bases this approach on historical research into the teaching of geometric proof and how it has changed (and not changed) since the early 1800’s, as well as research into modern best-practices surrounding proof instruction and math education. The thesis culminates in a collection of three fully redesigned instructional units scheduled for adoption in the 2019-2020 school year.Terms of Use
This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAACitable link to this page
https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365377
Collections
Contact administrator regarding this item (to report mistakes or request changes)