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

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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.