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.
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.
|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|
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
|Organisations:||Mathematics, Science & Health Education|
|Date Deposited:||12 Dec 2005|
|Last Modified:||22 Feb 2017 00:22|
|Further Information:||Google Scholar|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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