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.

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Description/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.

Item Type: Article
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.
ISSNs: 1463-6840 (print)
Related URLs:
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
ePrint ID: 18832
Date :
Date Event
2005Published
Date Deposited: 12 Dec 2005
Last Modified: 16 Apr 2017 23:08
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/18832

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