Charting a course for secondary geometry

Daniel Chazan; Michal Yerushalmy

doi:10.4324/9780203053461-8

Charting a course for secondary geometry

Daniel Chazan, Michal Yerushalmy

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Traditionally, in the United States, geometry instruction is concentrated at the secondary level; high-school students study Euclidean geometry in a concentrated, year-long course that emphasizes deductive proof. Even though educational policy is a local matter theoretically decided school district by school district, teacher by teacher, there are nonetheless strong commonalities in the mathematics education offered to many students; their opportunities to study geometry are limited.

Original language	English
Title of host publication	Designing Learning Environments for Developing Understanding of Geometry and Space
Publisher	Taylor and Francis
Pages	67-90
Number of pages	24
ISBN (Electronic)	9781136490514
ISBN (Print)	0805819487, 9780805819496
DOIs	https://doi.org/10.4324/9780203053461-8
State	Published - 1 Jan 2012

Bibliographical note

Publisher Copyright:
© 1998 by Lawrence Erlbaum Associates, Inc. All rights reserved.

ASJC Scopus subject areas

Social Sciences (all)

Access to Document

10.4324/9780203053461-8

Cite this

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Charting a course for secondary geometry

Abstract

Bibliographical note

ASJC Scopus subject areas

Access to Document

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