The History of the Geometry Curriculum in the United StatesIAP, 1 de fev. de 2008 - 117 páginas This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the shape and nature of the current geometry curriculum by explaining how things have come to be as they are. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the monograph relies on textbooks to provide a record of the implemented curriculum at any given point in time. Policy documents can provide insight into the choices made in textbooks by hinting at the issues considered and the recommendations made. The monograph is organized in a chronological sequence of "notable events" leading to discernable changes in thinking about the geometry curriculum over the past century and a half—roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the "big bang" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid’s Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors. |
Conteúdo
1 | |
5 | |
Chapter 3 Steps in the History of the Geometry Curriculum | 13 |
Chapter 4 Where Are We Now and Where Are We Going? | 91 |
References | 95 |
About the Author | 105 |
Outras edições - Ver todos
The History of the Geometry Curriculum in the United States Nathalie Sinclair Prévia não disponível - 2008 |
The History of the Geometry Curriculum in the United States Nathalie Sinclair Prévia não disponível - 2008 |
Termos e frases comuns
aims of geometry algebra ancient Greek angles approach argued arguments axioms basic skills century changes Chapter circle Committee concepts congruence Connected Mathematics connectionism constructions curricula deductive definitions demonstrative geometry dents DG environments document dynamic geometry emphasized etry Euclid’s Elements Euclidean geometry example fact Felix Klein figures formal geome geometry course geometry curriculum geometry education geometry textbooks given goals grades high school geometry history of geometry ideas important included increased influence informal geometry intuitive later logical Logo Math mathematicians mathematics curriculum mathematics education Mathematics Teacher matics ment methods NCMR NCTM non-Euclidean geometries pedagogical plane and solid plane geometry postulates problems programs projective geometry proof propositions prove providing Pythagorean theorem Quast reasoning recommendations rigid motion school mathematics secondary school SMSG solid geometry Standards straight line straightedge superposition teaching geometry teaching of geometry theorems tion topics traditional transformations triangle United Usiskin visual Wentworth