Developing a new pedagogy for geometry
Developing a new pedagogy for geometry
Major improvements in the teaching and learning of geometry will only come, argues a recent report from the Royal Society and Joint Mathematical Council, through the development of a completely new pedagogy for geometry. This report examines existing models of pedagogy for geometry and considers what research might have to contribute to the development of new approaches. New pedagogic approaches for geometry need to give greater emphasis to work in 3-D, incorporate the effective use of computer technology, especially dynamic geometry, and focus on discursive methods of engagement and methods of assessment so that the pressure on pupils is not solely to rote learn.
pedagogy, curriculum, teaching, learning, intuition, geometry, Godfrey, Siddons, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean
90-95
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
2001
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith and Fujita, Taro
(2001)
Developing a new pedagogy for geometry.
Proceedings of the British Society for Research into Learning Mathematics, 21 (3), .
Abstract
Major improvements in the teaching and learning of geometry will only come, argues a recent report from the Royal Society and Joint Mathematical Council, through the development of a completely new pedagogy for geometry. This report examines existing models of pedagogy for geometry and considers what research might have to contribute to the development of new approaches. New pedagogic approaches for geometry need to give greater emphasis to work in 3-D, incorporate the effective use of computer technology, especially dynamic geometry, and focus on discursive methods of engagement and methods of assessment so that the pressure on pupils is not solely to rote learn.
Text
Jones_Fujita_BSRLM_21-3_2001.pdf
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Published date: 2001
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, Godfrey, Siddons, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 14692
URI: http://eprints.soton.ac.uk/id/eprint/14692
ISSN: 1463-6840
PURE UUID: 0bd52167-377a-4bd8-864f-7c329f2ad54b
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Date deposited: 22 Feb 2005
Last modified: 15 Mar 2024 05:30
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Author:
Taro Fujita
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