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ERIC Number: ED586000
Record Type: Non-Journal
Publication Date: 2011-Oct
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Where's the Proof? Proof in U.S. High School Geometry Content Standards
Kosko, Karl W.; Herbst, Patricio
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011)
This study examined High School Geometry standards from recent individual states' and the Common Core Standards (CCSSM) featuring reasoning and proof. We examined specificity of content and use of proof or reasoning as a process in the language of standards. Results indicated standards with proof as its primary process are more likely to have higher specificity of content, and vice versa. Further, the CCSSM were found to have higher content specificity and more consistent use of proof as a primary process than the vast majority of states' standards. [For the complete proceedings, see ED585874.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918425