Critical review of geometry in current textbooks in lower secondary schools in Japan and the UK


Fujita, T. and Jones, K. (2003) Critical review of geometry in current textbooks in lower secondary schools in Japan and the UK. In, Pateman, N. A., Dougherty, B. J. and Zilliox, J. (eds.) Proceedings 27th Conference of the International Group for the Psychology of Mathematics Education. 27th Conference of the International Group for the Psychology of Mathematics Education Honolulu, Hawai’i, USA, PME, p.220.

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Description/Abstract

This paper reports on an initial analysis of current best-selling textbooks for lower secondary schools in Japan and the UK (specifically Scotland) using an analytic framework derived from the study of the textbooks in the “Trends in International Mathematics and Science Study” (TIMSS). Our analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning.

Item Type: Book Section
Additional Information: A fuller version of this paper is available as: Fujita, T. and Jones, K. (2002) Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan. Proceedings of the British Society for Research into Learning Mathematics, 22, (3), 79-84. http://eprints.soton.ac.uk/14684/
ISBNs: 0771100 (hardback)
Keywords: pedagogy, curriculum, teaching, learning, geometry, mathematics, Japan, Japanese, UK, England, Scotland, geometric, geometrical, textbook, deductive reasoning, proof, conjecturing, inductive reasoning, school
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41266
Date Deposited: 15 Aug 2006
Last Modified: 27 Mar 2014 18:26
Publisher: PME
URI: http://eprints.soton.ac.uk/id/eprint/41266

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