Developing geometrical reasoning in the classroom: learning from highly experienced teachers from China and Japan


Ding, L, Fujita, T and Jones, K (2005) Developing geometrical reasoning in the classroom: learning from highly experienced teachers from China and Japan. In, Bosch, M (ed.) European Research in Mathematics Education IV. 4th Biennial Conference of the European Society for Research in Mathematics Education (CERME4) Barcelona, Spain, ERME, 727-737.

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Description/Abstract

Mathematics education has been the subject of considerable international comparative research, mostly focussed on pupil achievement but also examining teaching methods, curricula, and so on. In all this, and perhaps unsurprisingly, the role of teachers has emerged as a key influence on pupil learning. Given that the development of pupils’ capability in geometrical reasoning continues to be an issue of considerable international concern, this paper reports an analysis of lower secondary school lesson suggestions prepared by highly experienced “expert teachers" from China and Japan, countries selected because they represent some interesting similarities and contrasts. The paper also gives background to these lesson suggestions in terms of the educational context in which they are presented.

Item Type: Book Section
ISBNs: 8461132823 (hardback)
Keywords: pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, learning, students, China, Japan, secondary school, lessons, Keith Jones
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 18818
Date Deposited: 04 Jan 2006
Last Modified: 27 Mar 2014 18:08
URI: http://eprints.soton.ac.uk/id/eprint/18818

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