The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry
Ruthmae Sears 1 *
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1 University of South Florida, USA* Corresponding Author

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 Hall Geometry). 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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2018, Volume 13, Issue 3, 171-183

https://doi.org/10.12973/iejme/3835

Publication date: 25 Aug 2018

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Article Downloads: 2061

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