Informing the pedagogy for geometry: learning from teaching approaches in China and Japan
Jones, K., Fujita, T. and Ding, L. (2006) Informing the pedagogy for geometry: learning from teaching approaches in China and Japan. Proceedings of the British Society for Research into Learning Mathematics, 26, (2), 109-114.
An authoritative report into the teaching and learning of geometry argued, amongst other things, that the most significant contribution to improvements in geometry teaching are to be made by the development of good models of pedagogy, supported by carefully designed activities and resources. This paper considers approaches to the teaching of geometry developed in China and Japan and reviews what research might be able to contribute to developing new pedagogic approaches.
|Keywords:||pedagogy, curriculum, teaching, learning, geometry, drawing, measurement, imagining, manipulating, figures, mathematics, england, china, japan, geometric, geometrical, textbook, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum|
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Date Deposited:||10 Oct 2006|
|Last Modified:||28 Jun 2012 10:42|
|Contributors:||Jones, K. (Author)
Fujita, T. (Author)
Ding, L. (Author)
|Contact Email Address:||email@example.com|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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