PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Raising reasoning through revision: A case study of an inquiry-based college geometry course
Page: 440
Geometry is the subject where U.S. students are weakest on international assessments, but college geometry is an area of proof that is understudied. Since geometry is secondary students’ only exposure to proof, it is vital our secondary teachers can prove effectively in this content area. The purpose of this case study, drawn from a larger project, was to understand how, if at all, pre-service teachers’ proof schemes became more axiomatic throughout a one-semester inquiry-based college geometry course. Participants in this study, Alexis and Lindsey, were pre-service teachers enrolled in an inquiry based college geometry course. Although Alexis and Lindsey had differing experience with proof at the start of the course, the change to revise their proofs and discuss problems with their peers helped both students advance to more axiomatic geometric thinking.