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An Examination of Three-dimensional Geometry in High School Curricula in the US and China.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Examination of Three-dimensional Geometry in High School Curricula in the US and China./
作者:	Cao, Mengmeng.
面頁冊數:	1 online resource (186 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355906387

An Examination of Three-dimensional Geometry in High School Curricula in the US and China.
Cao, Mengmeng.

An Examination of Three-dimensional Geometry in High School Curricula in the US and China. - 1 online resource (186 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

Includes bibliographical references

Geometry is an essential branch in mathematics that helps students learn to grasp their environment and leverage that grasp into abstract understanding and reasoning. There has been an observable decrease in geometrical content in secondary education curricula, and particularly a "puzzling scarcity" in three-dimensional geometry, which has led to a decline in students' geometrical abilities, spatial thinking and deductive reasoning abilities. This study addresses this issue by scrutinizing the enacted curriculum standards and the most influential textbooks related to three-dimensional geometry in two prominent countries, the US and China, both of which embrace the interplay of both conventional and innovative practices. This qualitative study used both content analysis and cross-cultural comparison methods to inquire about and to understand the current situation of three-dimensional geometry in high school. I focused on probing the communication types, objects, concepts, and spatial thinking abilities related to three-dimensional geometry in the standards and texts. To understand spatial abilities, I synthesized a spatial thinking abilities framework with six attributes and used this framework to exam the affordance of these abilities in the texts and requirements in the standards.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355906387Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

An Examination of Three-dimensional Geometry in High School Curricula in the US and China.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Nick Wasserman.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
504 $a Includes bibliographical references
520 $a Geometry is an essential branch in mathematics that helps students learn to grasp their environment and leverage that grasp into abstract understanding and reasoning. There has been an observable decrease in geometrical content in secondary education curricula, and particularly a "puzzling scarcity" in three-dimensional geometry, which has led to a decline in students' geometrical abilities, spatial thinking and deductive reasoning abilities. This study addresses this issue by scrutinizing the enacted curriculum standards and the most influential textbooks related to three-dimensional geometry in two prominent countries, the US and China, both of which embrace the interplay of both conventional and innovative practices. This qualitative study used both content analysis and cross-cultural comparison methods to inquire about and to understand the current situation of three-dimensional geometry in high school. I focused on probing the communication types, objects, concepts, and spatial thinking abilities related to three-dimensional geometry in the standards and texts. To understand spatial abilities, I synthesized a spatial thinking abilities framework with six attributes and used this framework to exam the affordance of these abilities in the texts and requirements in the standards.
520 $a The result and analysis reveal the details of each text and standards individually and offer an examination of the alignment between the standards and texts. The comparison of the two countries' different approaches also sharpens the understanding of the issue. I also worked to unveil students' multiple ways of making sense of geometry concepts by two geometry learning models, Piaget's model and van Hiele's model, as well as spatial thinking abilities.
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