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.


[img] PDF Jones_BSRLM_20_1&2_2000.pdf - Accepted Manuscript
Available under License Other.

Download (103kB)


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.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
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
ePrint ID: 41294
Date :
Date Event
Date Deposited: 23 Aug 2006
Last Modified: 16 Apr 2017 19:03
Further Information:Google Scholar

Actions (login required)

View Item View Item