The process of re-designing the geometry curriculum: the case of the Mathematical Association in England in the early 20th Century


Fujita, Taro and Jones, Keith (2008) The process of re-designing the geometry curriculum: the case of the Mathematical Association in England in the early 20th Century. In, 11th International Congress on Mathematical Education (ICME-11), Monterrey, Mexico, 06 - 13 Jul 2008. Rome, International Commission on Mathematical Instruction19pp.

Download

[img] PDF
Download (129Kb)

Description/Abstract

This paper examines a key period of change in geometry teaching in England. Our focus is the character and nature of the recommendations of the geometry report of the UK Mathematical Association in 1902. We analyse historical documents of the Mathematical Association using a theoretical framework developed from Cooper’s model. Our analysis shows that the character and recommendations of the Mathematical Association report was influenced by various factors including: that the Mathematical Association members still respected the traditional Euclidean approach to geometry as a basis for school geometry; that the academic and power resources available to the Mathematical Association at the time were not sufficient for a complete change from the traditional approach; that conflicts between the various members of the Mathematical Association prevented a complete consensus; and that the climate outside the teaching committee of the Mathematical Association was not ready for radical reform at that time.

Item Type: Conference or Workshop Item (Paper)
Keywords: pedagogy, curriculum, teaching, learning, england, mathematical association, mathematics, algebra, geometry, geometric, geometrical, proof, proving, euclidean, euclid, examinations, assess, assessment, university, reform
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LA History of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 63126
Date Deposited: 15 Sep 2008
Last Modified: 27 Mar 2014 18:44
URI: http://eprints.soton.ac.uk/id/eprint/63126

Actions (login required)

View Item View Item

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics