The University of Southampton
University of Southampton Institutional Repository

Interpretations of national curricula: the case of geometry in Japan and the UK

Fujita, Taro and Jones, Keith (2003) Interpretations of national curricula: the case of geometry in Japan and the UK At British Educational Research Association annual conference 2003 (BERA2003). 11 - 13 Sep 2003. 10 pp.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper presents an analysis of how the geometry component of the National Curricula for mathematics in Japan and in one selected country of the UK, specifically Scotland, is interpreted by textbook writers. While, of course, textbooks are not the only critical influences on student learning, such texts, as analyses of data from the Trends in International Mathematics and Science Study (TIMSS) confirm, do have a major impact and are thus important subjects for study. Our analysis is framed by the procedures derived from the work associated with TIMSS. The results presented focus on identifying features of geometry, and approaches to geometry learning, privileged in the textbooks, together with a discussion of how these designs might influence students’ performance in geometry. Our 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 Scottish textbooks tend, at this level, to concentrate on measuring, drawing, finding angles, 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. An emerging issue is how the design of textbooks might either build on, or neglect, students’ intuitive skills when they tackle geometrical problems.

PDF Fujita_Jones_BERA_2003.pdf - Other
Download (448kB)

More information

Published date: 2003
Additional Information: An updated version of this paper is available as: Jones, K. & Fujita, T. (2013), Interpretations of national curricula: the case of geometry in textbooks from England and Japan, ZDM: The International Journal on Mathematics Education, 45(5), 671-683. http://dx.doi.org/10.1007/s11858-013-0515-5
Venue - Dates: British Educational Research Association annual conference 2003 (BERA2003), 2003-09-11 - 2003-09-13
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, Japan, Japanese, school, national curriculum
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 14686
URI: http://eprints.soton.ac.uk/id/eprint/14686
PURE UUID: d6475a8a-a49a-4d11-994e-a0f67f9ecd90
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

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×