The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry

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Abstract

This study examined the influence of a departmental decision to use the same pacing guide on the planning and enactment of proof tasks of the district-adopted textbook (Prentice HallGeometry). Quantitative data were collected from a textbook analysis and the tasks students were assigned, and the qualitative data were collected from classroom observations, teachers’ artifacts and interviews. The results indicate that teachers adhere to their departmental pacing guide by assigning the same tasks, however, there existed variation in the enacted lessons. Additionally, the results suggest the proof tasks assigned in the pacing guide generally required little cognitive rigor. This study has implication on the development of students’ proof skills

Original languageAmerican English
JournalInternational Electronic Journal of Mathematics Education
Volume13
DOIs
StatePublished - Jan 1 2018

Keywords

  • geometry
  • proof
  • textbook
  • planning guide

Disciplines

  • Education

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