Teaching geometrical proof problem solving in China: a case analysis from the perspective of the dynamic approach of the teacher
Teaching geometrical proof problem solving in China: a case analysis from the perspective of the dynamic approach of the teacher
The purpose of the research reported in this paper is to analyse the teaching of proof problem solving from the perspective of the dynamic approach of the teacher. The paper utilises the case of a Chinese expert teacher teaching proof problem solving in geometry at Grade 8 in Shanghai, China. Data come from the learning responses of a sample of students, together with an account of each lesson taught be the teacher. The analysis of this data reveals the efficacy of this teacher’s instructional approach, focusing in particular on the development of two main forms of mathematical thinking, namely deductive and inductive reasoning.
mathematics, education, geometry
1-12
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Zheng, Yuxin
809a03d4-1ab0-44f9-bef9-186017a0d159
May 2009
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Zheng, Yuxin
809a03d4-1ab0-44f9-bef9-186017a0d159
Ding, Liping, Jones, Keith and Zheng, Yuxin
(2009)
Teaching geometrical proof problem solving in China: a case analysis from the perspective of the dynamic approach of the teacher.
3rd International Symposium on the History and Pedagogy of Mathematics, Beijing, China.
22 - 25 May 2009.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The purpose of the research reported in this paper is to analyse the teaching of proof problem solving from the perspective of the dynamic approach of the teacher. The paper utilises the case of a Chinese expert teacher teaching proof problem solving in geometry at Grade 8 in Shanghai, China. Data come from the learning responses of a sample of students, together with an account of each lesson taught be the teacher. The analysis of this data reveals the efficacy of this teacher’s instructional approach, focusing in particular on the development of two main forms of mathematical thinking, namely deductive and inductive reasoning.
Text
Ding_Jones_Zheng_teaching_geom_proof_problem_solving_China_2009
- Accepted Manuscript
More information
Published date: May 2009
Venue - Dates:
3rd International Symposium on the History and Pedagogy of Mathematics, Beijing, China, 2009-05-22 - 2009-05-25
Keywords:
mathematics, education, geometry
Identifiers
Local EPrints ID: 445791
URI: http://eprints.soton.ac.uk/id/eprint/445791
PURE UUID: 688db8e1-1f39-4b62-9018-f274bfaeb688
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Date deposited: 07 Jan 2021 17:33
Last modified: 16 Mar 2024 10:26
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Contributors
Author:
Liping Ding
Author:
Yuxin Zheng
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