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dc.contributor.authorEkici, Celil
dc.date.accessioned2014-03-04T18:58:55Z
dc.date.available2014-03-04T18:58:55Z
dc.date.issued2010-12
dc.identifier.otherekici_celil_201012_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/ekici_celil_201012_phd
dc.identifier.urihttp://hdl.handle.net/10724/26886
dc.description.abstractTextbooks and reform documents provide a multiple source of descriptions of what it is to treat trigonometric functions as a school subject during three periods. Trigonometric functions in schools are introduced and developed in three major mathematical frames over the course of three reform periods in the United States – unified mathematics, new math, and standards-based instruction. Those frames are triangle, circle, and vector. They are used to explain the variations in textbooks’ treatments of trigonometry as a phenomenon during and across reforms. Using phenomenology, I focused on ideas of trigonometric functions as a school subject manifested in textbooks and reform documents during reform periods. I used Schubring’s methodology of historical textbook analysis to develop a history of interpretations of trigonometric functions as a school subject. I described the appearances and changes in the treatments of the trigonometric functions for each frame along the course of three reform periods from selected textbooks and reform documents.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectHistory of trigonometry, trigonometric functions, textbook analysis, circular functions, vector trigonometry
dc.titleTreatments of trigonometric functions during reforms in the United States
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorMathematics Education
dc.description.advisorJeremy Kilpatrick
dc.description.committeeJeremy Kilpatrick
dc.description.committeeJames W. Wilson
dc.description.committeeShawn Glynn


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