Students of Two-Curriculum Types Performance on a Proof for Congruent Triangles
Document Type
Conference Proceeding
Publication Date
2015
Abstract
This descriptive study examines students’ performance on a proof task about corresponding parts of congruent triangles. We collected data from 1936 students, 59.8% used a subject-specific curriculum and 40.2 % used an integrated curriculum. Our findings indicate that, regardless of curriculum type, students experience difficulty with constructing the proof. Additionally, we observed that although students from the integrated curriculum were more likely to obtain partial credit when compared to their subject-specific counterparts, only 28 students in the sample (21 from subject-specific curriculum and 7 from the integrated curriculum) were able to obtain full marks.
Citation / Publisher Attribution
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, p. 192-197
Scholar Commons Citation
Sears, Ruthmae and Chávez, Óscar, "Students of Two-Curriculum Types Performance on a Proof for Congruent Triangles" (2015). Teaching and Learning Faculty Publications. 216.
https://digitalcommons.usf.edu/tal_facpub/216
