Researching the learning of geometrical concepts in the secondary classroom: problems and possibilities
Researching the learning of geometrical concepts in the secondary classroom: problems and possibilities
Researching the learning of geometrical concepts in the secondary classroom presents both problems and opportunities. The specification of the geometry curriculum, the need to concretise abstract geometrical objects for classroom activities, the role of the teacher and the need to reconsider geometrical notions from different viewpoints are all factors which affect the acquisition of geometrical concepts by pupils. These factors can provide problems for the researcher. Yet there are also significant opportunities both to influence policy decisions and to contribute to both theoretical and practical debates regarding the teaching and learning of geometry.
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, deductive, reasoning, proof, proving, school, Euclid, Euclidean, van Hiele, dynamic geometry, DGS, DGE
31-34
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1995
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1995)
Researching the learning of geometrical concepts in the secondary classroom: problems and possibilities.
Proceedings of the British Society for Research into Learning Mathematics, 15 (2), .
Abstract
Researching the learning of geometrical concepts in the secondary classroom presents both problems and opportunities. The specification of the geometry curriculum, the need to concretise abstract geometrical objects for classroom activities, the role of the teacher and the need to reconsider geometrical notions from different viewpoints are all factors which affect the acquisition of geometrical concepts by pupils. These factors can provide problems for the researcher. Yet there are also significant opportunities both to influence policy decisions and to contribute to both theoretical and practical debates regarding the teaching and learning of geometry.
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Jones_BSRLM_15_issue2_1995.pdf
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Published date: 1995
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, deductive, reasoning, proof, proving, school, Euclid, Euclidean, van Hiele, dynamic geometry, DGS, DGE
Organisations:
Mathematics, Science & Health Education
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Local EPrints ID: 41317
URI: http://eprints.soton.ac.uk/id/eprint/41317
ISSN: 1463-6840
PURE UUID: 9e068af4-f51b-4d32-808b-a93eb19d39f6
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Date deposited: 23 Aug 2006
Last modified: 15 Mar 2024 08:27
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