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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.

Record type: Article


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.

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Published date: 2001
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
Organisations: Mathematics, Science & Health Education


Local EPrints ID: 14692
ISSN: 1463-6840
PURE UUID: 0bd52167-377a-4bd8-864f-7c329f2ad54b
ORCID for Keith Jones: ORCID iD

Catalogue record

Date deposited: 22 Feb 2005
Last modified: 17 Jul 2017 16:53

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