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.

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Description/Abstract

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.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
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
ePrint ID: 41852
Date Deposited: 10 Oct 2006
Last Modified: 27 Mar 2014 18:26
Contact Email Address: dkj@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/41852

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