CURRICULUM AS A NAVIGATOR: CROSSING BORDERS TO HIGHER LEVELS OF GEOMETRIC REASONING

• In Event: POSTER SESSION 1
  In Poster Session: GEOMETRY AND MEASUREMENT: POSTER SESSION 1

Description

The van Hiele model for geometric reasoning has been a useful model to describe concept development in geometry and provides a framework for curriculum (Clements, 2003). This model, conceived as sequential and hierarchical, suggests that curriculum match students’ level of geometric reasoning. In this paper, we share a study of how a transformation-based curriculum, designed to address the van Hiele model, contributes to students’ reasoning about a similarity task.

Authors

• Stephanie Mae Capen, University of Hawaii at Manoa

• Linda Venenciano, University of Hawaii, Manoa