| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1996. Education Bibliography: leaves 57-62. During the last two decades, there has been a reassessment of deductive proof education due to the students’ difficulties with deductive proof writing. Questions such as "what are we doing ? " and "why are we doing it ?" have been thought extensively by geometry educators and teachers. -- The purpose of this study is to help geometry educators and teachers rethink deductive proof education. By comparing students’ van Hiele levels, curricula, examinations, supplementary materials, and method of instruction in the U.S. and the People's Republic of China, this study will enable educators and teachers in both countries to recognize past failures in deductive proof education in their own country. -- The results of the study show that the curricula of deductive proofs are not well-accepted in either the U.S. or the People's Republic of China. The inadequacies of textbooks, and the teachers' heavy reliance on them have caused many problems in the U.S. Entrance examinations and supplementary materials impose heavy demands on students' geometric thinking and cause a failure in the deductive proof education in China. -- More research needs to be done on the factors influencing the students' achievement in deductive proof education. The resultant changes made by research will improve the quality of deductive proof education.
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