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

Teaching geometrical reasoning: learning from expert teachers from China and Japan
Teaching geometrical reasoning: learning from expert teachers from China and Japan
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.
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
1463-6840
89-96
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2

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), 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: 19 Nov 2021 18:23

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Contributors

Author: Keith Jones ORCID iD
Author: Taro Fujita
Author: Liping Ding

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