The University of Southampton
University of Southampton Institutional Repository

The process of re-designing the geometry curriculum: the case of the Mathematical Association in England in the early twentieth century

Record type: Article

This paper examines a key period of change in geometry teaching in England. Our focus is the character and nature of the recommendations of the 1902 geometry report of the UK Mathematical Association. We analyse historical documents of the Mathematical Association using a theoretical framework informed by work in the sociology of education. Our analysis shows that the character and recommendations of the Mathematical Association report were influenced by various factors including: that Mathematical Association members at the time still respected the traditional Euclidean approach to geometry as a basis for school geometry; that the academic and ‘power’ resources available to the Mathematical Association at the time were not sufficient to enable a complete change from the traditional approach; that a lack of consensus between the various members of the Mathematical Association prevented a more radical proposal; and that the general climate in schools at that time was not prepared for far-reaching changes to the teaching of geometry. These findings accord with other research on educational reform which indicates that curriculum change processes are invariably complex and often subject to much politicking.

PDF 183091JONES25.pdf - Accepted Manuscript
Download (427kB)
PDF __userfiles.soton.ac.uk_Users_nsc_mydesktop_183091JONES25.pdf - Version of Record
Restricted to Repository staff only
Download (488kB)

Citation

Fujita, Taro and Jones, Keith (2011) The process of re-designing the geometry curriculum: the case of the Mathematical Association in England in the early twentieth century International Journal for the History of Mathematics Education, 6, (1), pp. 1-23.

More information

Published date: 2011
Additional Information: The pagination of this author's pre-print is almost identical to the published version.
Keywords: pedagogy, curriculum, teaching, learning, geometry, mathematics, england, geometric, geometrical, textbook, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, reform, mathematical association
Organisations: Mathematics and Science Education, Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 183091
URI: http://eprints.soton.ac.uk/id/eprint/183091
ISSN: 1932-8818
PURE UUID: bbfa2ced-c3f5-4442-822e-20d8ececa809
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 03 May 2011 08:19
Last modified: 18 Jul 2017 11:56

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 http://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.

×