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Informing the pedagogy for geometry: learning from teaching approaches in China and Japan

Jones, Keith, Fujita, Taro and Ding, Liping (2006) Informing the pedagogy for geometry: learning from teaching approaches in China and Japan Proceedings of the British Society for Research into Learning Mathematics, 26, (2), pp. 109-114.

Record type: Article

Abstract

An authoritative report into the teaching and learning of geometry argued, amongst other things, that the most significant contribution to improvements in geometry teaching are to be made by the development of good models of pedagogy, supported by carefully designed activities and resources. This paper considers approaches to the teaching of geometry developed in China and Japan and reviews what research might be able to contribute to developing new pedagogic approaches.

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More information

Published date: 2006
Keywords: pedagogy, curriculum, teaching, learning, geometry, drawing, measurement, imagining, manipulating, figures, mathematics, england, china, japan, geometric, geometrical, textbook, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41852
URI: http://eprints.soton.ac.uk/id/eprint/41852
ISSN: 1463-6840
PURE UUID: 7945d5ae-3afb-4e59-93ab-873205badf71
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 10 Oct 2006
Last modified: 17 Jul 2017 15:26

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