The University of Southampton
University of Southampton Institutional Repository

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

Informing the pedagogy for geometry: learning from teaching approaches in China and Japan
Informing the pedagogy for geometry: learning from teaching approaches in China and Japan
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.
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
1463-6840
109-114
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2

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), 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.

Text
Jones_etc_Informing_geometry_pedagogy_BSRLM_26(2)_2006.pdf - Other
Download (61kB)

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: 15 Mar 2024 08:38

Export record

Contributors

Author: Keith Jones ORCID iD
Author: Taro Fujita
Author: Liping Ding

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×