The objectives of deductive geometry in Newfoundland secondary schools as perceived by concerned groups

Robbins, Maxfield H. (1973) The objectives of deductive geometry in Newfoundland secondary schools as perceived by concerned groups. Masters thesis, Memorial University of Newfoundland.

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Abstract

It was the purpose of this study (1) to construct an instrument for determining how different individuals perceive the objectives of deductive geometry; and (2) to determine how concerned groups perceive the objectives of deductive geometry in the secondary school. -- An initial list of 78 objectives was obtained from an analysis of literature and a survey of current textbooks at the secondary school level. The initial list of objectives was edited and revised to 35 items. Suggestions were elicited from a panel of mathematics educators on clarity, comprehensiveness and compactness. The final form of the instrument consisted of 35 possible objectives of deductive geometry in the secondary school. -- The list of 35 objectives, each on a separate card, and a 5 point scale for rating the importance of each objective was submitted by mail to 85 individuals identified as being members of one of the following groups: (1) Geometry teachers in Newfoundland secondary schools, and (2) Mathematics educators in universities in Canada and the United States. -- Mean ratings were computed for each item as perceived by each group. These were used to rank the 35 items in order of importance for each group. Comparisons were made between groups to determine whether or not agreement existed on the important and non-important items and other general conclusions were drawn. Implications of the study were considered. -- The major findings and conclusions of the study were as follows: -- 1. Geometry teachers in Newfoundland schools did not agree with mathematics educators on the important objectives of deductive geometry. -- 2. Geometry teachers in Newfoundland schools agreed with mathematics educators on the non-important objectives of deductive geometry. -- 3. In general, geometry teachers seemed to put more stress on those objectives which are at a low taxonomic level while mathematics educators stressed those at higher levels. -- 4. Both geometry teachers and mathematics educators considered the rote memorization of theorems to be non-important.

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