Reconstructing Proof Instruction in High School Geometry With Engagement and Relevance

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.