Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Engagement with curriculum has a significant effect on a student’s ability to understand and interact with the content. Mathematical proofs are conceptually difficult for many students and the perceived lack of relevance in terms of authenticity and practicality often results in feelings of apathy or indifference. However, providing students with connections and applications of the process of proof-solving that occur in real-world situations can help alleviate this problem. It is also important to scaffold content to reach different levels of learners, as this conceptual process may be more difficult for some. This curriculum project includes materials designed to supplement existing units on geometric proof. These materials intend for students to both frequently practice with components of mathematical literacy relative to proofs and to allow multiple opportunities for students to demonstrate growth and evidence of learning. Communication and collaboration amongst students are also strongly encouraged and fostered by this content. A key component to the measurement of engagement is the use of a pre- and post-survey to be completed by students. These materials are an effective enhancement to curriculum and support the aim of improving students’ perspectives and understanding of proofs.
Burgett, Robert, "Rethinking Mathematical Proofs and the Opportunity to Learn" (2018). Education and Human Development Master's Theses. 1268.