A Proof Progression for Geometry

Autor/in	Nirode, Wayne
Titel	A Proof Progression for Geometry
Quelle	In: Mathematics Teacher, 111 (2018) 7, S.513-519 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Secondary School Mathematics; High Schools; Geometry; Mathematics Instruction; Mathematical Logic; Teaching Methods; High School Students; Visual Aids; Common Core State Standards; Abstract Reasoning; Sequential Learning + Suchen Sie Ihr Suchwort? High school; Oberschule; Geometrie; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; High schools; Student; Students; Schüler; Schülerin; Studentin; Anschauungsmaterial; Common core curriculum; Curriculum; Kerncurriculum; Abstraktes Denken; Denken; Didaktische Sequenzierung; Lernsequenz
Abstract	Twenty years ago when the author was student teaching, he quickly learned what geometry teachers and researchers (e.g., Senk 1985) have long known: High school geometry students struggle with proof. Throughout his career, he has tried to create instructional materials to make proof more accessible to his students. From field-testing materials with his students and revising them, he has developed a proof progression that allows for differentiating instruction as well as ample time for students to develop their reasoning skills. Although he still has a few students who struggle with proof, those numbers have greatly decreased after using the progression. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01