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Perspectives on the design of the school geometry curriculum

Perspectives on the design of the school geometry curriculum
Perspectives on the design of the school geometry curriculum
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.
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, proving, school
1463-6840
34-41
Clausen-May, Tandi
4ce3c309-f3de-46b6-84a7-ea1c882ceba4
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
McLean, Alan
cac059ce-c9ca-4942-8a73-fa0fb0276317
Rowlands, Stuart
3f9767d1-4df2-40ca-abb1-f0d9ca5f8657
Carson, Robert
be863dda-85ba-4513-9ad1-498c228c7704
Clausen-May, Tandi
4ce3c309-f3de-46b6-84a7-ea1c882ceba4
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
McLean, Alan
cac059ce-c9ca-4942-8a73-fa0fb0276317
Rowlands, Stuart
3f9767d1-4df2-40ca-abb1-f0d9ca5f8657
Carson, Robert
be863dda-85ba-4513-9ad1-498c228c7704

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), 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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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: https://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: 06 Jun 2018 13:09

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