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Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan

Record type: Article

Developing a good model of the school geometry curriculum continues to be one of the most important tasks in curricular design in mathematics. This paper reports on an initial analysis of current best-selling textbooks used in lower secondary schools in Japan and the UK (specifically England and Scotland). The analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning. The available research suggests that each approach has its own strengths and weaknesses. Finding ways of capitalising on the strengths and mitigating the weaknesses could prove helpful in formulating new curricular models and designing new student textbooks.

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Citation

Fujita, Taro and Jones, Keith (2002) Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan Proceedings of the British Society for Research into Learning Mathematics, 22, (3), pp. 79-84.

More information

Published date: 2002
Keywords: pedagogy, curriculum, teaching, learning, geometry, mathematics, Japan, Japanese, England, geometric, geometrical, textbook, deductive reasoning, proof, conjecturing, inductive reasoning, school
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 14684
URI: http://eprints.soton.ac.uk/id/eprint/14684
ISSN: 1463-6840
PURE UUID: 5278efe1-a214-4d07-81e6-6351bb96a295
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 21 Feb 2005
Last modified: 17 Jul 2017 16:54

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