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.
- Accepted Manuscript
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).
|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 & Health Education (MSHE)
|Accepted Date and Publication Date:||
|Date Deposited:||07 Sep 2006|
|Last Modified:||31 Mar 2016 12:12|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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