Literaturnachweis - Detailanzeige
Autor/in | Nirode, Wayne |
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Titel | A Proof Progression for Geometry |
Quelle | In: Mathematics Teacher, 111 (2018) 7, S.513-519 (8 Seiten)
PDF als Volltext |
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 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 |