Tasks that support the development of geometric reasoning at KS3


Forsythe, Sue and Jones, Keith (2009) Tasks that support the development of geometric reasoning at KS3. Proceedings of the British Society for Research into Learning Mathematics, 29, (3), 103-108.

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Description/Abstract

Students at Key Stage 3 (ie aged 11-14) in English schools are expected to learn the definitions of the properties of triangles, quadrilaterals and other polygons and to be able to use these definitions to solve problems (including being able to explain and justify their solutions). This paper focuses on a pair of Year 8 students (aged 12-13) working on a task using dynamic geomtry software. In the research, the children investigated triangles and quadrilaterals by dragging two lines within a shape (ie the diagonals of a quadrilateral, or base and height of a triangle) and noting the position and orientation of the lines which gave rise to specific shapes. Following this, the students were asked to use what they had found in order to construct specific triangles and quadrilaterals when starting with a blank screen. While the research is currently ongoing, and is using a design research methodology, the evidence to date is that the task has the potential to scaffold students’ thinking around the properties of 2D shapes and hence support the development of geometric reasoning.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
Keywords: dynamic geometry, task, design based research, 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, BSRLM
Subjects: 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 Education
ePrint ID: 72236
Date Deposited: 02 Feb 2010
Last Modified: 09 Dec 2014 14:34
URI: http://eprints.soton.ac.uk/id/eprint/72236

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