Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China
Ding, L. and Jones, K. (2007) Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China. In, European Research in Mathematics Education V. 5th Biennial Conference of the European Society for Research in Mathematics Education (CERME5) Nicosia, Cyprus, European Society for Research in Mathematics Education, 612-621. (European Research in Mathematics Education 5).
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The data reported in this paper come from a study aimed at explaining how successful teachers teach proof in geometry. Through a careful analysis of a series of lessons taught in Grade 8 in Shanghai, China, the paper reports on the appropriateness of the van Hiele model of ‘teaching phases’ within the Chinese context. The analysis indicates that though the second and third van Hiele teaching phases could be identified in the Chinese lessons, the instructional complexity of, for example, the guided orientation phase means that more research is needed into the validity of the van Hiele model of teaching.
|Item Type:||Book Section|
|Additional Information:||Page numbers on author's pdf to be inserted when the book is published.|
|Keywords:||pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, van hiele, theory, proof, learning, students, china, secondary school, lessons, Keith Jones|
|Subjects:||H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics, Science & Health Education (MSHE)
|Date Deposited:||21 Mar 2007|
|Last Modified:||17 Oct 2014 10:51|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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