Implications of John Dewey's and Lev Vygotsky's Theoretical Frameworks for the Teaching and Learning of 10th Grade Geometric Proofs.

Abstract

The life work of both John Dewey and Lev Vygotsky and the implications for pedagogy that each of the theorist's work has generated is well known in the field of education. However, it is seldom that the theorists' works are juxtaposed for pedagogical considerations for specific subject matter. This is for at least three reasons: first, Dewey, of course, was primarily a philosopher of education, and Vygotsky, a psychologist. Second, there are major ideological differences between philosophers and psychologists. Another reason is that neither theorist's works specifically address a particular subject area. Nevertheless, such a juxtaposition is made here for the purpose of drawing crucial implications for the teaching and learning of tenth-grade geometric proofs. Additionally, this theoretical analysis demonstrates the posssibilities a multiple field analysis offers for innovative curricular practices. This paper provides an overview of the perceived role of proof in 10th grade geometry proof-oriented courses, and summarizes the pertinent works of John Dewey and Lev Vygotsky that offer pedagogical teaching implications in this area. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Implications of John Dewey's and Lev Vygotsky's Theoretical Frameworks for the Teaching and Learning of 10th Grade Geometric Proofs PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY