Boxed into a corner: teaching definitions is a tricky business
Jones, K. (2001) Boxed into a corner: teaching definitions is a tricky business. Times Education Supplement, p.14.
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Description/Abstract
The (UK) National Numeracy Strategy includes the term 'oblong' in the framework for teaching mathematics to pupils aged 8 and over. This article takes issue with this specification. It argues that the term ‘oblong’ is not mathematical and that its use in mathematics lessons both makes it more difficult for pupils to appreciate that squares are rectangles and undermines the key idea of understanding generalisation in mathematics (when ‘weaker’ concepts are used to generalise towards 'stronger' concepts rather than exclude them).
| Item Type: | Article |
|---|---|
| Additional Information: | pdf to be added |
| ISSNs: | 0040-7887 (print) |
| Keywords: | pedagogy, curriculum, teaching, learning, definition, define, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, UK, geometric, geometrical, deductive reasoning, proof, school, national curriculum, Euclid, Euclidean |
| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy |
| Item ID: | 41386 |
| Date Deposited: | 07 Sep 2006 |
| Last Modified: | 02 Mar 2012 12:07 |
| Contributors: | Jones, K. (Author) |
| Date: | 19 January 2001 |
| Additional Information: | pdf to be added |
| Status: | Published |
| URI: | http://eprints.soton.ac.uk/id/eprint/41386 |
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