The
Modern Day High School Geometry Course: A Lesson in Illogic - See more
at:
http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
The
Modern Day High School Geometry Course: A Lesson in Illogic - See more
at:
http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
The
Modern Day High School Geometry Course: A Lesson in Illogic - See more
at:
http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
The Modern Day High School Geometry Course: A Lesson in Illogic - Barry Garelick
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry as taught today is for the most part lacking in the most important aspect of the subject: Proofs. Prior to 1980, most if not all high school geometry classes were very much proof-based. While there are those who bemoan the teaching of K-12 math as being mired in “computational” and “procedural” aspects of math while ignoring the larger beauty of what mathematics is about, it is ironic that when it comes to geometry, the true mathematical nature of the subject is largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles.
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry
as taught today is for the most part lacking in the most important
aspect of the subject: Proofs. Prior to 1980, most if not all high
school geometry classes were very much proof-based. While there are
those who bemoan the teaching of K-12 math as being mired in
“computational” and “procedural” aspects of math while ignoring the
larger beauty of what mathematics is about, it is ironic that when it
comes to geometry, the true mathematical nature of the subject is
largely ignored.
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
A glance at the geometry textbooks that are typically used in high schools today reveals that the problems students are given in such courses require one or two proofs that are not very challenging in a set of problems devoted to the application of theorems rather than the proving of propositions. Most of the problems presented in these textbooks require students to apply various theorems and definitions to find the lengths of line segments and angles. Typical courses in geometry are lacking in proof-based problems; instead, they contain many problems in which missing angles or segments are indicated as algebraic expressions.
- See more at: http://www.educationnews.org/k-12-schools/the-modern-day-high-school-geometry-course-a-lesson-in-illogic/#sthash.SCN6i19A.dpuf
Geometry was my favorite high school math course because I loved writing proofs.
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