The purpose of this investigation was to describe tenth grade students' views
of the purposes of geometric proof within the context of their learning. Classroom
observations, the curriculum, assessment tools, journal questions, and a
preconceptions questionnaire were used to provide context for the views expressed by
students from a single classroom. Eleven classroom episodes selected from the
classroom observations were used to describe the instructional context as well as
discourse among the students during group work. The episodes provided details about
how and when the classroom teacher addressed various purposes of proofs involving
geometry concepts throughout two instructional units on coordinate geometry proofs
and two-column proofs. The episodes also consisted of student discourse relating to
the purposes of geometric proof as students worked on assigned proof problems. The
students' views were examined through journal questions given at the beginning of
selected days and through a post-instruction questionnaire and individual interviews.
There were three main findings of the study. First, several students
experienced difficulty in expressing their views of the purposes of geometric proof
when asked directly. One-third of the students could only list properties or theorems
they encountered during the unit on geometric proof. However, when these students
were asked to describe the purpose for each column, all of the students listed both
explanation and verification. Second, the students expressed limited views of the
purposes of proof, referring mainly to verification. Only a few students mentioned
explanation, systematization, and communication. However, students generally
referred to at least two purposes of proof (explanation, verification, and
communication) when describing the proving process involved in coordinate
geometry. Third, the students' views of various purposes of geometric proof were
diverse.
Recommendations for future research include the examination of students'
views of the purposes of geometric proofs for students who use paragraph form and
studies to investigate the development of students' views of the purposes of proof as
they gain more experience with formal proof writing and other methods of proof. / Graduation date: 2004
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/29438 |
| Date | 28 January 2004 |
| Creators | Gfeller, Mary Katherine |
| Contributors | Niess, Margaret L. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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