Critical review of geometry in current textbooks in lower secondary schools in Japan and the UK
Critical review of geometry in current textbooks in lower secondary schools in Japan and the UK
This paper reports on an initial analysis of current best-selling textbooks for lower secondary schools in Japan and the UK (specifically Scotland) using an analytic framework derived from the study of the textbooks in the “Trends in International Mathematics and Science Study” (TIMSS). Our analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning.
pedagogy, curriculum, teaching, learning, geometry, mathematics, Japan, Japanese, UK, England, Scotland, geometric, geometrical, textbook, deductive reasoning, proof, conjecturing, inductive reasoning, school
0771100X
p.220
International Group for the Psychology of Mathematics Education
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2003
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro and Jones, Keith
(2003)
Critical review of geometry in current textbooks in lower secondary schools in Japan and the UK.
Pateman, N. A., Dougherty, B. J. and Zilliox, J.
(eds.)
In Proceedings 27th Conference of the International Group for the Psychology of Mathematics Education.
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper reports on an initial analysis of current best-selling textbooks for lower secondary schools in Japan and the UK (specifically Scotland) using an analytic framework derived from the study of the textbooks in the “Trends in International Mathematics and Science Study” (TIMSS). Our analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning.
Text
Fujita_Jones_PME27_2003.pdf
- Other
More information
Published date: 2003
Additional Information:
A fuller version of this paper is available as:
Fujita, T. and Jones, K. (2002) Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan. Proceedings of the British Society for Research into Learning Mathematics, 22, (3), 79-84.
http://eprints.soton.ac.uk/14684/
Venue - Dates:
PME27, Honolulu, United States, 2003-07-13 - 2003-07-18
Keywords:
pedagogy, curriculum, teaching, learning, geometry, mathematics, Japan, Japanese, UK, England, Scotland, geometric, geometrical, textbook, deductive reasoning, proof, conjecturing, inductive reasoning, school
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41266
URI: http://eprints.soton.ac.uk/id/eprint/41266
ISBN: 0771100X
PURE UUID: aa7e5111-beeb-4771-afae-40ff2d9bafe0
Catalogue record
Date deposited: 15 Aug 2006
Last modified: 12 Apr 2024 16:31
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Contributors
Author:
Taro Fujita
Editor:
N. A. Pateman
Editor:
B. J. Dougherty
Editor:
J. Zilliox
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