Geometrical intuition and the learning and teaching of geometry
Geometrical intuition and the learning and teaching of geometry
Intuition is often regarded as essential in the learning of geometry, but how such skills might be effectively developed in students remains an open question. This paper reviews the role and importance of geometrical intuition and suggests it involves the skills to create and manipulate geometrical figures in the mind, to see geometrical properties, to relate images to concepts and theorems in geometry, and decide where and how to start when solving problems in geometry. Based on these theoretical considerations, we illustrate a range of student tasks that we argue should contribute to developing students’ geometrical intuition.
pedagogy, curriculum, teaching, learning, intuition, geometry, Treutlein, Godfrey, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, Germany, England, geometric, geometrical, textbook, deductive reasoning, proof, Japan, Japanese, school, national curriculum
Fujita, Taro
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Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Yamamoto, Shinya
a221ac2f-b6bb-4916-be5f-4fd76cd461a2
2004
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Yamamoto, Shinya
a221ac2f-b6bb-4916-be5f-4fd76cd461a2
Fujita, Taro, Jones, Keith and Yamamoto, Shinya
(2004)
Geometrical intuition and the learning and teaching of geometry.
10th International Congress on Mathematical Education (ICME10), Topic Study Group 10 (TSG10) on Research and Development in the Teaching and Learning of Geometry, Copenhagen, Denmark.
04 - 11 Jul 2004.
7 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Intuition is often regarded as essential in the learning of geometry, but how such skills might be effectively developed in students remains an open question. This paper reviews the role and importance of geometrical intuition and suggests it involves the skills to create and manipulate geometrical figures in the mind, to see geometrical properties, to relate images to concepts and theorems in geometry, and decide where and how to start when solving problems in geometry. Based on these theoretical considerations, we illustrate a range of student tasks that we argue should contribute to developing students’ geometrical intuition.
Text
Fujita_Jones_Yamamoto_ICME10_TSG10_2004.pdf
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More information
Published date: 2004
Venue - Dates:
10th International Congress on Mathematical Education (ICME10), Topic Study Group 10 (TSG10) on Research and Development in the Teaching and Learning of Geometry, 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, deductive reasoning, proof, Japan, Japanese, school, national curriculum
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 14687
URI: http://eprints.soton.ac.uk/id/eprint/14687
PURE UUID: c518285e-72c0-48fd-8c3e-c7efe19facb9
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Date deposited: 21 Feb 2005
Last modified: 15 Mar 2024 05:30
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Contributors
Author:
Taro Fujita
Author:
Shinya Yamamoto
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