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Re-imagining geometry education in schools

Re-imagining geometry education in schools
Re-imagining geometry education in schools
The award of the 2018 Fields Medal to Peter Scholze is acknowledgement of how his work is transforming arithmetic geometry and underlines the importance of what the renowned mathematician Hilbert immortalised as geometry and the imagination. Yet school geometry is not always experienced by pupils as valuing intuitive imaginings. This paper examines some of the challenges facing the teaching and learning of geometry in schools and reviews some possible ways of re-imagining school geometry education. One challenge is the issue of the balance of attention to various components of geometry in students’ curriculum experience. Other, rather substantial, challenges are the dramatic worldwide increases in rates of myopia, the incidence of the worldwide Coronavirus pandemic, and the existential threat posed by climate change. Such challenges demand new thinking on ways of re-imagining geometry education that, I would say, are likely to entail more inventive and creative use of digital technology, greater use of outside space for geometry education, and increased attention to geometrical modelling within geometry education.
mathematics, education, geometry
31-38
WTM-Verlag
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Siller, Hans-Stefan
Weigel, Wolfgang
Wörler, Jan Franz
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Siller, Hans-Stefan
Weigel, Wolfgang
Wörler, Jan Franz

Jones, Keith (2020) Re-imagining geometry education in schools. Siller, Hans-Stefan, Weigel, Wolfgang and Wörler, Jan Franz (eds.) In Beiträge zum Mathematikunterricht 2020 auf der 54 Jahrestagung der Gesellschaft fur Didaktik der Mathematik (GDM). WTM-Verlag. pp. 31-38 . (doi:10.17877/DE290R-21408).

Record type: Conference or Workshop Item (Paper)

Abstract

The award of the 2018 Fields Medal to Peter Scholze is acknowledgement of how his work is transforming arithmetic geometry and underlines the importance of what the renowned mathematician Hilbert immortalised as geometry and the imagination. Yet school geometry is not always experienced by pupils as valuing intuitive imaginings. This paper examines some of the challenges facing the teaching and learning of geometry in schools and reviews some possible ways of re-imagining school geometry education. One challenge is the issue of the balance of attention to various components of geometry in students’ curriculum experience. Other, rather substantial, challenges are the dramatic worldwide increases in rates of myopia, the incidence of the worldwide Coronavirus pandemic, and the existential threat posed by climate change. Such challenges demand new thinking on ways of re-imagining geometry education that, I would say, are likely to entail more inventive and creative use of digital technology, greater use of outside space for geometry education, and increased attention to geometrical modelling within geometry education.

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Published date: 28 September 2020
Venue - Dates: 54th Annual Meeting of the German Society for the Didactics of Mathematics (GDM), Universität Würzburg, Würzburg, Germany, 2020-09-29 - 2020-10-01
Keywords: mathematics, education, geometry

Identifiers

Local EPrints ID: 445967
URI: http://eprints.soton.ac.uk/id/eprint/445967
PURE UUID: 5b78da30-713b-4255-9492-da0dfaad22a6
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

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Date deposited: 18 Jan 2021 17:30
Last modified: 25 Oct 2023 01:16

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Contributors

Author: Keith Jones ORCID iD
Editor: Hans-Stefan Siller
Editor: Wolfgang Weigel
Editor: Jan Franz Wörler

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