Introduction | p. 1 |
The "Big Bang" of Geometry: Euclid's Elements | p. 5 |
The Implicit Aims of Euclid's Geometry: Why? | p. 7 |
The Scope and Sequence of Euclid's Geometry: What? | p. 8 |
The Methods and Instruments of Euclid's Geometry: How? | p. 9 |
Steps in the History of the Geometry Curriculum | p. 13 |
The Geometry Curriculum in the United States in the Early Nineteenth Century | p. 14 |
1844: Geometry Lands on the List of University Entrance Requirements | p. 18 |
1850s: Early Pedagogical Influences on the Geometry Curriculum | p. 19 |
1860s: A Mathematical Challenge to the Dominance of Euclidean Geometry | p. 23 |
1892: First Attempts to Standardize the School Geometry Curriculum | p. 26 |
1902: Perry and Moore and Theories of Learning | p. 33 |
1920s and 1930s: Committees and Their Reports Redux | p. 37 |
1935: The Bourbaki Group and its impact on Geometry | p. 46 |
1944: Post-War Developments | p. 53 |
1955: Beginning of the "Era of Reform" | p. 56 |
The 1960s: Time for Transformations | p. 63 |
1975: The NACOME Report Redefines "Basic Skills" | p. 68 |
The 1980s: The De-Degradation of "Geometric Consciousness" | p. 72 |
1989 NCTM: Curriculum and Evaluation Standards for School Mathematics | p. 78 |
1991: Dynamic Geometry Software | p. 82 |
2000: New and Improved Principle sand Standards | p. 86 |
Where Are We Now and Where Are We Going? | p. 91 |
References | p. 95 |
About the Author | p. 105 |
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