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A Quadrilateral Hierarchy to Facilitate Learning in Geometry

1993; National Council of Teachers of Mathematics; Volume: 86; Issue: 1 Linguagem: Inglês

10.5951/mt.86.1.0030

2330-0582

Timothy V. Craine, Rheta N. Rubenstein,

History and Theory of Mathematics

The NCTM's Curriculum and Evaluation Standards (1989) challenges mathematics educators to rethink both content and instructional style. Specifically, it calls for “a shift in emphasis from a curriculum dominated by memorization of isolated facts and procedures … to one that emphasizes conceptual understandings, multiple representations, and connections …”(p. 125). We would like to illustrate such an approach for the study of quadrilaterals in a year-long high school geometry course. This strand is part of a complete course described in more detail in Craine (1985).