Perspectives on the design of the school geometry curriculum


Clausen-May, T., Jones, K., McLean, A., Rowlands, S. and Carson, R. (2000) Perspectives on the design of the school geometry curriculum. Proceedings of the British Society for Research into Learning Mathematics, 20, (1-2), 34-41.

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Description/Abstract

The question of how to construct an appropriate geometry curriculum is a long-standing one. A recent estimate suggests that there are more than fifty geometries. This creates a fundamental problem in devising a geometry curriculum: there are just too many interesting things to include so some decision has to be made as to what to include and what to exclude. This report features three perspectives on the issue of the design of the school geometry curriculum.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, proving, school
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
ePrint ID: 41294
Date Deposited: 23 Aug 2006
Last Modified: 19 Dec 2014 16:25
URI: http://eprints.soton.ac.uk/id/eprint/41294

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