Examination of High School Students' Understanding of Geometry

<p>Not every student learns geometry instruction the same. Inside today’s classroom, one will find a diverse collection of students with different learning styles, background knowledge, and cognitive abilities. Students with high cognitive skills may sit next to those who struggle to maintain the material of a single subject. It is the job of an educator to accept the students as they are and guide them through a successful academic journey. This process is called Differentiated Instruction. Gregory and Chapman, authors of Differentiated Instructional Strategies: One Size Doesn’t Fit All, state that the term differentiation is a philosophy that allows instructors the ability to plan their classes in a strategic manner in order to meet the needs of each diverse learner in the classroom. Tomlinson states that teachers can differentiate instruction in four main areas: content, process, products, and learning environment. In order to test the effectiveness of differentiated instruction, the researcher gathered and analyzed data from a 2014 spring geometry class. This study attempted to draw comparisons between differentiated lessons versus traditional lecture based lessons.</p>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Mathematics

Year dc:date.available

2014

Author dc:creator

• Pierce, Brantley Grant

Contributors dc:contributor

• Susan Ross
• Samuel Lyle
• Rejoice Mudzimiri

• geometry
• Van Hiele
• Usiskin
• Tomlinson
• mathematics
• high school
• Curriculum and Instruction
• Education

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/40

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1049