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A Comparative Analysis of High School Geometry Curricula: What Do Technology-Intensive, Standards-Based, and Traditional Curricula Have to Offer in Terms of Mathematical Proof and Reasoning?
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Oner, Diler – Journal of Computers in Mathematics and Science Teaching, 2008
In this study, I present an analysis of high school geometry curricula regarding mathematical proof opportunities. I examined eight U.S. high school level geometry textbooks, which were categorized into three main groups: technology-intensive, standards-based, and traditional curricula. I conceptualized "ideal" proving activity combining…
Descriptors: Textbooks, Educational Technology, Mathematical Logic, Comparative Analysis