Teaching geometrical reasoning: learning from expert teachers from China and Japan

Description/Abstract

International comparative research in mathematics education has found, perhaps unsurprisingly, that teachers are 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 offered by expert teachers from China and Japan (countries selected because they represent some interesting similarities and contrasts). The analysis indicates some striking similarities between suggested lessons, but some noteworthy differences. Both these may be related to the educational context in which the lesson suggestions are presented.