soning, rather than being merely a two-column ritual, becomes a method of justification and communication.
In the last chapter in this section, Devaney suggests bringing the fields of contemporary mathematical research into middle- and high- school geometry classrooms. Noting the availability of new technologies, he argues that access to such topics as chaos and fractals--when introduced appropriately (e.g., through "The Chaos Game" he describes)--can not only introduce students to a wide range of concepts, but also stimulate, perhaps even excite their interest in mathematics as a whole.
Together, these four chapters attempt to redirect our thinking on geometry education, pointing us in rich directions for enhancing and reforming the teaching and learning of geometry and space.
National Council of Teachers of Mathematics. ( 1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. ( 1991). Professional standards for teaching mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. ( 1995). Assessment standards for school mathematics. Reston, VA: Author.
Schoenfeld, A. ( 1988). "When good teaching leads to bad results: The disasters of well taught mathematics courses". In T. E Carpenter & P. L. Peterson (Eds.), Learning from instruction: The study of students' thinking during instruction in mathematics [Special issue]. Educational Psychologist, 23( 2), 145-166.