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Teaching geometrical reasoning: learning from expert teachers from China and Japan

Jones, Keith, Fujita, Taro and Ding, Liping (2005) Teaching geometrical reasoning: learning from expert teachers from China and Japan Proceedings of the British Society for Research into Learning Mathematics, 25, (1), pp. 89-96.

Record type: Article

Abstract

International comparative research in mathematics education has found, perhaps unsurprisingly, that teachers are 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 offered by expert teachers from China and Japan (countries selected because they represent some interesting similarities and contrasts). The analysis indicates some striking similarities between suggested lessons, but some noteworthy differences. Both these may be related to the educational context in which the lesson suggestions are presented.

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More information

Published date: 2005
Additional Information: This is the published version of the paper presented at the 6th British Congress of Mathematics Education (BCME6), University of Warwick, March 2005.
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, China, Japan, geometric, geometrical, textbook, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, Euclid, Euclidean, cultural pedagogy
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 18832
URI: http://eprints.soton.ac.uk/id/eprint/18832
ISSN: 1463-6840
PURE UUID: 9ff82b02-9780-4f29-9049-51159e9362e0
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 12 Dec 2005
Last modified: 17 Jul 2017 16:34

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