The History of the Geometry Curriculum in the United States
The History of the Geometry Curriculum in the United States
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美国几何课程的历史
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
N. Sinclair
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文献类型：
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作者：
N. Sinclair
密西西比大学数学教育研究丛书编辑芭芭拉·J·多尔蒂这本书调查了过去150年来美国几何课程的演变。一个主要目标是通过调查历史、数学和教学方面的影响，提高人们对当前几何课程性质的认识。鉴于对过去150年制定的几何课程的第一手描述的获取有限，这本书依赖教科书来提供在任何给定时间点实施的课程的记录，并依靠政策文件和期刊文章来洞察当时流行的问题和争论。这本书按照“值得注意的事件”的时间顺序排列，在过去的一个半世纪里，人们对几何课程的思考发生了明显的变化--大致相当于美国学校教授几何的时间长度。值得注意的事件包括重要的报告或委员会、有影响力的文本、新的思想流派和学习技术的发展。这些事件影响到，特别是：几何课程的内容和目标；数学家和数学教育者所解释的数学活动的性质；以及学生参与数学活动的资源。在开始讨论这些值得注意的事件之前，有必要考虑一下几何的“大爆炸”，也就是塑造了几何课程未来生活的时刻。这与欧几里得几何的出现相对应。鉴于其对几何课程形态的影响，熟悉欧几里得元素中所阐述的几何的本质对于理解围绕着学校几何课程的许多紧张是至关重要的。在这本专著的过程中，出现了几个主题，包括：几何课程的目的和方法，证明在几何中的重要性，可视化和触觉体验的作用，立体几何和平面几何之间的融合，几何和代数之间的课程联系，以及运动和连续性的使用。目标受众包括课程开发人员、研究人员、教师和课程主管。
A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the nature of the current geometry curriculum by investigating the historical, mathematical and pedagogical influences that it has sustained since its inception. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the book relies on textbooks to provide a record of the implemented curriculum at any given point in time and on policy documents and journal articles to provide insight into the prevalent issues and arguments of the day. The book is organized in a chronological sequence of ""notable events"" leading to discernable changes in thinking about the geometry curriculum over the past century and a half-roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies.These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the ""big bang"" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.