BSRLM geometry working group: geometrical reasoning in the primary school, the case of parallel lines
Sinclair, Nathalie and Jones, Keith (2009) BSRLM geometry working group: geometrical reasoning in the primary school, the case of parallel lines. Proceedings of the British Society for Research into Learning Mathematics, 29, (2), 88-93.
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During the primary school years, children are typically expected to develop ways of explaining their mathematical reasoning. This paper reports on ideas developed during an analysis of data from a project which involved young children (aged 5-7 years old) in a whole-class situation using dynamic geometry software (specifically Sketchpad). The focus is a classroom episode in which the children try to decide whether two lines that they know continue (but cannot see all of the continuation) will intersect, or not. The analysis illustrates how the children can move from an empirical, visual description of spatial relations to a more theoretical, abstract one. The arguments used by the children during the lesson transcend empirical arguments, providing evidence of how young children can be capable of engaging in aspects of deductive argumentation.
|Keywords:||pedagogy, curriculum, teaching, learning, geometry, mathematics, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, classroom, deduction, dgs, dge, dynamic geometry, gsp, sketchpad, spatial, argumentation|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
Q Science > QA Mathematics > QA76 Computer software
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
|Date Deposited:||24 Sep 2009|
|Last Modified:||14 Feb 2013 15:20|
|Contact Email Address:||firstname.lastname@example.org|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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