The purpose of this literature review is two fold. The first is to examine the types of geometric proof and their purpose within the classroom setting and secondly to examine the factors that influence students? understanding of proofs and their proof construction. The research focuses on three main types of proof 1) Proof for the development of proficiency, 2) proof for understanding, and 3) proof for exploration. In addition to these proof types the research focuses on three components that influence students? development and understanding of proof: 1) the role of technology in students? mastery of proof, 2) the role of curricula and teachers in students? mastery of proof, and 3) the role of the student in their own mastery of proof. Through an investigation into the types of proof and the beliefs and misconceptions of individuals who teacher, learn and write proofs, the author attempts to highlight the reasons for teaching geometric proof and the responsibilities of both teachers and students in the developing understanding in and through geometric proof.
| Identifer | oai:union.ndltd.org:NCSU/oai:NCSU:etd-11032005-131448 |
| Date | 09 November 2005 |
| Creators | Fussell, Karen |
| Contributors | Karen Hollebrands, Hollylynne Stohl Lee, Roger Woodard |
| Publisher | NCSU |
| Source Sets | North Carolina State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://www.lib.ncsu.edu/theses/available/etd-11032005-131448/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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