The University of Southampton
University of Southampton Institutional Repository

Developing pedagogic theory: the case of geometry proof teaching

Developing pedagogic theory: the case of geometry proof teaching
Developing pedagogic theory: the case of geometry proof teaching
This paper compares the teaching of proof in geometry at the lower secondary school level in the East (China, Japan) and in the West (UK). The aim is to seek to identify teaching strategies that might inform new pedagogic approaches for teaching deductive proof and proving. In the West, much theory focuses on examining the nature of classroom tasks. In the East, the heuristic nature of teaching and the theory of variation are useful as they focus on the dynamic role of the teacher. The paper suggests that the main need is for deeper thinking on the relationship between teachers’ instructional practices and the development of students’ mathematical reasoning.
pedagogy, educational theory, geometrical proof, teaching
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Zheng, Yuxin
809a03d4-1ab0-44f9-bef9-186017a0d159
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Zheng, Yuxin
809a03d4-1ab0-44f9-bef9-186017a0d159
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2

Jones, Keith, Zheng, Yuxin and Ding, Liping (2009) Developing pedagogic theory: the case of geometry proof teaching. 3rd International Symposium on the History and Pedagogy of Mathematics, China. 22 - 25 May 2009. 3 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper compares the teaching of proof in geometry at the lower secondary school level in the East (China, Japan) and in the West (UK). The aim is to seek to identify teaching strategies that might inform new pedagogic approaches for teaching deductive proof and proving. In the West, much theory focuses on examining the nature of classroom tasks. In the East, the heuristic nature of teaching and the theory of variation are useful as they focus on the dynamic role of the teacher. The paper suggests that the main need is for deeper thinking on the relationship between teachers’ instructional practices and the development of students’ mathematical reasoning.

PDF
Jones_etc_develop_pedagogic_theory_Beijing_conf_2009.pdf - Other
Download (187kB)

More information

Published date: May 2009
Venue - Dates: 3rd International Symposium on the History and Pedagogy of Mathematics, China, 2009-05-22 - 2009-05-25
Keywords: pedagogy, educational theory, geometrical proof, teaching
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 173033
URI: https://eprints.soton.ac.uk/id/eprint/173033
PURE UUID: c347cd3f-694f-4ddf-9032-14d32ad97b5c
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 02 Feb 2011 09:17
Last modified: 06 Jun 2018 13:09

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×