Researching the learning of geometrical concepts in the secondary classroom: problems and possibilities


Jones, K. (1995) Researching the learning of geometrical concepts in the secondary classroom: problems and possibilities. Proceedings of the British Society for Research into Learning Mathematics, 15, (2), 31-34.

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Description/Abstract

Researching the learning of geometrical concepts in the secondary classroom presents both problems and opportunities. The specification of the geometry curriculum, the need to concretise abstract geometrical objects for classroom activities, the role of the teacher and the need to reconsider geometrical notions from different viewpoints are all factors which affect the acquisition of geometrical concepts by pupils. These factors can provide problems for the researcher. Yet there are also significant opportunities both to influence policy decisions and to contribute to both theoretical and practical debates regarding the teaching and learning of geometry.

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, deductive, reasoning, proof, proving, school, Euclid, Euclidean, van Hiele, dynamic geometry, DGS, DGE
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 > Mathematics and Science Education
ePrint ID: 41317
Date Deposited: 23 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41317

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