The bridge between practical and deductive geometry: developing the ‘geometrical eye’
The bridge between practical and deductive geometry: developing the ‘geometrical eye’
The dual nature of geometry, as a theoretical domain and an area of practical experience, presents mathematics teachers with the opportunity to link theory with the everyday knowledge of their pupils. Very often, however, learners find the dual nature of geometry a chasm that is very difficult to bridge. With research continuing to focus on understanding the nature of this problem, with a view to developing better pedagogical techniques, this paper reports an analysis of innovative geometry teaching methods that were developed in the early part of the 20th Century, a time when significant efforts were being made to improve the teaching and learning of geometry. The analysis suggests that the notion of the geometrical eye, the ability to see geometrical properties detach themselves from a figure, might be a potent tool for building effectively on geometrical intuition.
pedagogy, curriculum, teaching, learning, intuition, geometry, Godfrey, Siddons, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum
0953998363
384-391
International Group for the Psychology of Mathematics Education
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2002
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro and Jones, Keith
(2002)
The bridge between practical and deductive geometry: developing the ‘geometrical eye’.
Cockburn, A. D. and Nardi, E.
(eds.)
In Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (PME26).
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The dual nature of geometry, as a theoretical domain and an area of practical experience, presents mathematics teachers with the opportunity to link theory with the everyday knowledge of their pupils. Very often, however, learners find the dual nature of geometry a chasm that is very difficult to bridge. With research continuing to focus on understanding the nature of this problem, with a view to developing better pedagogical techniques, this paper reports an analysis of innovative geometry teaching methods that were developed in the early part of the 20th Century, a time when significant efforts were being made to improve the teaching and learning of geometry. The analysis suggests that the notion of the geometrical eye, the ability to see geometrical properties detach themselves from a figure, might be a potent tool for building effectively on geometrical intuition.
Text
Fujita_Jones_PME26_2002.pdf
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More information
Published date: 2002
Venue - Dates:
26th Conference of the International Group for the Psychology of Mathematics Education (PME26), Norwich, UK, 2002-07-21 - 2002-07-26
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, Godfrey, Siddons, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 14688
URI: http://eprints.soton.ac.uk/id/eprint/14688
ISBN: 0953998363
PURE UUID: ee322838-ef87-413d-bb24-c9b735227b0b
Catalogue record
Date deposited: 22 Feb 2005
Last modified: 12 Apr 2024 16:31
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Contributors
Author:
Taro Fujita
Editor:
A. D. Cockburn
Editor:
E. Nardi
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