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dc.contributor.advisorWade, Carol H.
dc.contributor.authorBurgett, Robert
dc.date.accessioned2021-09-07T21:46:07Z
dc.date.available2021-09-07T21:46:07Z
dc.date.issued4/1/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5238
dc.description.abstractMathematical proofs are conceptually difficult for many students and the perceived lack of relevance in terms of authenticity and practicality may result in feelings of apathy or indifference. Providing students with connections and applications of the process of proof-solving can help alleviate this problem. This curriculum project includes materials designed to supplement existing units on geometric proof. These materials are intended to provide teachers with opportunities for students to both frequently practice with components of mathematical literacy relative to proofs and to allow multiple opportunities for students to demonstrate growth and evidence of learning. Mathematical discourse amongst students is also strongly encouraged and fostered by this content. An additional component to the measurement of engagement is the use of a pre- and post-survey to be completed by students. These materials are an effective enhancement to curriculum and support the aim of improving students’ perspectives and understanding of proofs.
dc.subjectProof
dc.subjectCommunication
dc.subjectAuthentic
dc.subjectCollaboration
dc.subjectComplex Task
dc.subjectOpportunity To Learn
dc.titleRethinking Mathematical Proofs and the Opportunity to Learn
dc.typethesis
refterms.dateFOA2021-09-07T21:46:07Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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