The role of intuition in geometry education: learning from the teaching practice in the early 20th century
The role of intuition in geometry education: learning from the teaching practice in the early 20th century
Intuition is often regarded as essential in the learning of geometry, but questions remain about how we might effectively develop students’ such skills. This paper provides some results from analyses of innovative geometry teaching in the early part of the 20th century, a time when significant efforts were being made to improve the teaching and learning of geometry. As examples, we examine the tasks for students that can be found in Treutlein’s “Geometrical Intuitive Instruction" (Germany) and Godfrey’s geometry textbook (England). The analyses suggest that educators at that time attempted to develop students’ intuitive skills through various practical tasks such as drawing, measurement, and imagining and manipulating figures, which could be useful for current geometry teaching. We also identify different approaches taken to the development mathematics teaching in Germany and England.
pedagogy, curriculum, teaching, learning, intuition, geometry, Treutlein, Godfrey, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, Germany, England, geometric, geometrical, textbook
Fujita, T.
7607fd4e-5c31-468b-8630-7c08cb6a5bbd
Jones, K.
ea790452-883e-419b-87c1-cffad17f868f
Yamamoto, S.
27067b06-a3e3-40e5-915e-948eab19dfe9
2004
Fujita, T.
7607fd4e-5c31-468b-8630-7c08cb6a5bbd
Jones, K.
ea790452-883e-419b-87c1-cffad17f868f
Yamamoto, S.
27067b06-a3e3-40e5-915e-948eab19dfe9
Fujita, T., Jones, K. and Yamamoto, S.
(2004)
The role of intuition in geometry education: learning from the teaching practice in the early 20th century.
10th International Congress on Mathematical Education (ICME-10), Copenhagen, Denmark.
04 - 11 Jul 2004.
15 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Intuition is often regarded as essential in the learning of geometry, but questions remain about how we might effectively develop students’ such skills. This paper provides some results from analyses of innovative geometry teaching in the early part of the 20th century, a time when significant efforts were being made to improve the teaching and learning of geometry. As examples, we examine the tasks for students that can be found in Treutlein’s “Geometrical Intuitive Instruction" (Germany) and Godfrey’s geometry textbook (England). The analyses suggest that educators at that time attempted to develop students’ intuitive skills through various practical tasks such as drawing, measurement, and imagining and manipulating figures, which could be useful for current geometry teaching. We also identify different approaches taken to the development mathematics teaching in Germany and England.
Text
Fujita-Jones-Yamamoto_ICME10_TSG29_2004.pdf
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Published date: 2004
Venue - Dates:
10th International Congress on Mathematical Education (ICME-10), Copenhagen, Denmark, 2004-07-04 - 2004-07-11
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, Treutlein, Godfrey, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, Germany, England, geometric, geometrical, textbook
Identifiers
Local EPrints ID: 14300
URI: http://eprints.soton.ac.uk/id/eprint/14300
PURE UUID: b572c6a3-7a1e-4912-b065-8906ef98dcae
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Date deposited: 09 Feb 2005
Last modified: 15 Mar 2024 05:24
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Contributors
Author:
T. Fujita
Author:
S. Yamamoto
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