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Developing geometrical reasoning in the classroom: learning from highly experienced teachers from China and Japan

Record type: Conference or Workshop Item (Paper)

Mathematics education has been the subject of considerable international comparative research, mostly focussed on pupil achievement but also examining teaching methods, curricula, and so on. In all this, and perhaps unsurprisingly, the role of teachers has emerged as a key influence on pupil learning. Given that the development of pupils’ capability in geometrical reasoning continues to be an issue of considerable international concern, this paper reports an analysis of lower secondary school lesson suggestions prepared by highly experienced “expert teachers" from China and Japan, countries selected because they represent some interesting similarities and contrasts. The paper also gives background to these lesson suggestions in terms of the educational context in which they are presented.

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Citation

Ding, Liping, Fujita, Taro and Jones, Keith (2005) Developing geometrical reasoning in the classroom: learning from highly experienced teachers from China and Japan In European Research in Mathematics Education IV. ERME., pp. 727-737.

More information

Published date: 2005
Venue - Dates: 4th Biennial Conference of the European Society for Research in Mathematics Education (CERME4), Spain, 2005-02-17 - 2005-02-21
Keywords: pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, learning, students, China, Japan, secondary school, lessons, Keith Jones
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 18818
URI: http://eprints.soton.ac.uk/id/eprint/18818
ISBN: 8461132823
PURE UUID: 75e11a10-a057-4e96-82ef-376bbad4053d
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 04 Jan 2006
Last modified: 17 Jul 2017 16:34

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