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The role of intuition in geometry education: learning from the teaching practice in the early 20th century

Record type: Conference or Workshop Item (Paper)

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.

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Citation

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 At 10th International Congress on Mathematical Education (ICME-10). 04 - 11 Jul 2004. 15 pp.

More information

Published date: 2004
Venue - Dates: 10th International Congress on Mathematical Education (ICME-10), 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
ORCID for K. Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 09 Feb 2005
Last modified: 17 Jul 2017 16:56

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Contributors

Author: T. Fujita
Author: K. Jones ORCID iD
Author: S. Yamamoto

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