Boxed into a corner: teaching definitions is a tricky business


Jones, Keith (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
ISSNs: 0040-7887 (print)
Related URLs:
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
L Education > LB Theory and practice of education > LB1501 Primary 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: 41386
Date Deposited: 07 Sep 2006
Last Modified: 19 Nov 2014 11:00
URI: http://eprints.soton.ac.uk/id/eprint/41386

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