Competing Arguments for the Geometry Course: Why Were American High School Students Supposed to Study Geometry in the Twentieth Century?

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Teachers’ perspectives on “authentic mathematics” and the two-column proof form (2009, background): “Various arguments have been made over time to justify the value of such a curricular stake; these arguments virtually associate it to each of the notions of authenticity noted above (González and Herbst 2006; Herbst 2002a).”
Understanding students’ misconceptions: An analysis of final Grade 12 examination questions in geometry (2015, background): “According to González and Herbst (2006), geometry is the only high school subject in which students routinely deal with the necessary consequences of abstract properties and in which students are held accountable for reading, writing and understanding mathematical proofs.”