Developing a new pedagogy for geometry


Jones, Keith and Fujita, Taro (2001) Developing a new pedagogy for geometry Proceedings of the British Society for Research into Learning Mathematics, 21, (3), pp. 90-95.

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Description/Abstract

Major improvements in the teaching and learning of geometry will only come, argues a recent report from the Royal Society and Joint Mathematical Council, through the development of a completely new pedagogy for geometry. This report examines existing models of pedagogy for geometry and considers what research might have to contribute to the development of new approaches. New pedagogic approaches for geometry need to give greater emphasis to work in 3-D, incorporate the effective use of computer technology, especially dynamic geometry, and focus on discursive methods of engagement and methods of assessment so that the pressure on pupils is not solely to rote learn.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
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, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean
Subjects:

Organisations: Mathematics, Science & Health Education
ePrint ID: 14692
Date :
Date Event
2001Published
Date Deposited: 22 Feb 2005
Last Modified: 16 Apr 2017 23:37
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/14692

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