Critical issues in the design of the school geometry curriculum
Critical issues in the design of the school geometry curriculum
The fundamental problem in the design of the geometry component of the mathematics curriculum is simply that there is too much interesting geometry, more than can be reasonably included in the mathematics curriculum. The question that taxes curriculum designer is what to include and what to omit. This paper does not seek to resolve the disagreements over the geometry curriculum as, given the nature of the problem, such an endeavour is unlikely to be successful. Rather, the aim is to identifying and review critical issues concerning the design of the geometry curriculum. These issues include the nature of geometry, the aims of geometry teaching, how geometry is learnt, the relative merits of different approaches to geometry, and what aspects of proof and proving to accentuate.
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, school
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2000
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2000)
Critical issues in the design of the school geometry curriculum.
9th International Congress on Mathematical Education (ICME9), Tokyo, Japan.
30 Jul - 05 Aug 2000.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The fundamental problem in the design of the geometry component of the mathematics curriculum is simply that there is too much interesting geometry, more than can be reasonably included in the mathematics curriculum. The question that taxes curriculum designer is what to include and what to omit. This paper does not seek to resolve the disagreements over the geometry curriculum as, given the nature of the problem, such an endeavour is unlikely to be successful. Rather, the aim is to identifying and review critical issues concerning the design of the geometry curriculum. These issues include the nature of geometry, the aims of geometry teaching, how geometry is learnt, the relative merits of different approaches to geometry, and what aspects of proof and proving to accentuate.
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More information
Published date: 2000
Additional Information:
An extended version of this paper is available as:
Jones, Keith (2000), Critical issues in the design of the school geometry curriculum. In, Barton, Bill (ed.) Readings in Mathematics Education (pp75-91). Auckland, New Zealand: University of Auckland.
http://eprints.soton.ac.uk/14685/
Venue - Dates:
9th International Congress on Mathematical Education (ICME9), Tokyo, Japan, 2000-07-30 - 2000-08-05
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, school
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41335
URI: http://eprints.soton.ac.uk/id/eprint/41335
PURE UUID: 9db998a5-20c5-42d6-a016-ffb8911a2676
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Date deposited: 23 Aug 2006
Last modified: 11 Dec 2021 15:54
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