Document Type
Article
Publication Date
2018
Keywords
geometry, proof, textbook, planning guide
Digital Object Identifier (DOI)
https://doi.org/10.12973/iejme/3835
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
Rights Information
This work is licensed under a Creative Commons Attribution 4.0 License.
Citation / Publisher Attribution
International Electronic Journal of Mathematics Education, v. 13, issue 3, p. 171-183
© 2018. This manuscript is made available under the CC BY 4.0 license https://creativecommons.org/licenses/by/4.0/
Scholar Commons Citation
Sears, Ruthmae, "The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry" (2018). Teaching and Learning Faculty Publications. 212.
https://digitalcommons.usf.edu/tal_facpub/212
