Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: towards a theoretical framing


Fujita, T. and Jones, K. (2007) Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: towards a theoretical framing. Research in Mathematics Education, 9, (1&2), 3-20. (doi:10.1080/14794800008520167).

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Description/Abstract

Defining and classifying quadrilaterals, though an established component of the school mathematics curriculum, appears to be a difficult topic for many learners. The reasons for such difficulties relate to the complexities in learning to analyse the attributes of different quadrilaterals and to distinguish between critical and non-critical aspects. Such learning, if it is to be effective, requires logical deduction, together with suitable interactions between concepts and images. This paper reports on an analysis of data from a total of 263 learners. The main purpose of the paper is to present a theoretical framing that is intended to inform further studies of this important topic within mathematics education research. This theoretical framing relates prototype phenomenon and implicit models to common cognitive paths in the understanding of the relationship between quadrilaterals.

Item Type: Article
Additional Information: Note that, up to volume 9, this journal has one double issue per year; from volume 10 two individual issues per year began to be published. The pagination of this final proof copy is exactly as it appears in the published version. The volume is also available as a book, ISBN: 0953849880
ISBNs: 0952849848 (hardback)
ISSNs: 1479-4802 (print)
Related URLs:
Keywords: teaching, learning, pedagogy, curriculum, geometry, geometric, geometrical, mathematics, mathematical, quadrilaterals, definitions, hierarchical, theory, deduction, deductive, prototype phenomenon, cognitive paths, understanding, textbooks
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 49731
Date Deposited: 28 Nov 2007
Last Modified: 27 Mar 2014 18:33
URI: http://eprints.soton.ac.uk/id/eprint/49731

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