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Perspectives on the design of the school geometry curriculum

Clausen-May, Tandi, Jones, Keith, McLean, Alan, Rowlands, Stuart and Carson, Robert (2000) Perspectives on the design of the school geometry curriculum Proceedings of the British Society for Research into Learning Mathematics, 20, (1-2), pp. 34-41.

Record type: Article

Abstract

The question of how to construct an appropriate geometry curriculum is a long-standing one. A recent estimate suggests that there are more than fifty geometries. This creates a fundamental problem in devising a geometry curriculum: there are just too many interesting things to include so some decision has to be made as to what to include and what to exclude. This report features three perspectives on the issue of the design of the school geometry curriculum.

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More information

Published date: 2000
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, proving, school
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41294
URI: http://eprints.soton.ac.uk/id/eprint/41294
ISSN: 1463-6840
PURE UUID: 3e5dd8e5-8815-4544-b736-019d0b05eecf
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 23 Aug 2006
Last modified: 17 Jul 2017 15:31

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Contributors

Author: Tandi Clausen-May
Author: Keith Jones ORCID iD
Author: Alan McLean
Author: Stuart Rowlands
Author: Robert Carson

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