Critical issues in the design of the school geometry curriculum


Jones, Keith (2000) Critical issues in the design of the school geometry curriculum. In, 9th International Congress on Mathematical Education (ICME9), Tokyo, Japan, 31 Jul - 06 Aug 2000.

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Description/Abstract

The fundamental problem in the design of the geometry component of the mathematics curriculum is simply that there is too much interesting geometry, more than can be reasonably included in the mathematics curriculum. The question that taxes curriculum designer is what to include and what to omit. This paper does not seek to resolve the disagreements over the geometry curriculum as, given the nature of the problem, such an endeavour is unlikely to be successful. Rather, the aim is to identifying and review critical issues concerning the design of the geometry curriculum. These issues include the nature of geometry, the aims of geometry teaching, how geometry is learnt, the relative merits of different approaches to geometry, and what aspects of proof and proving to accentuate.

Item Type: Conference or Workshop Item (Paper)
Additional Information: An extended version of this paper is avaialble as: Jones, Keith (2000), Critical issues in the design of the school geometry curriculum. In, Barton, Bill (ed.) Readings in Mathematics Education. Auckland, New Zealand, University of Auckland, pp75-91. http://eprints.soton.ac.uk/14685/
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, school
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 > Professional Practice & Pedagogy
ePrint ID: 41335
Date Deposited: 23 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41335

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