Jones, Keith and Rodd, Melissa (2001) Geometry and proof. Proceedings of the British Society for Research into Learning Mathematics, 21 (1), 95-100.
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Article
Abstract
Is Euclidean geometry the most suitable part of the school mathematics curriculum to act as a context for work on mathematical proof? This paper examines some of the issues regarding the teaching and learning of proof and proving specifically in relation to Euclidean geometry.
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Published date: 2001
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean
Identifiers
Local EPrints ID: 14691
URI: http://eprints.soton.ac.uk/id/eprint/14691
ISSN: 1463-6840
PURE UUID: ac017486-3177-4391-8b8e-05aec9486a8f
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Date deposited: 22 Feb 2005
Last modified: 15 Mar 2024 05:30
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Contributors
Author:
Melissa Rodd
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