Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China
Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China
The data reported in this paper come from a study aimed at explaining how successful teachers teach proof in geometry. Through a careful analysis of a series of lessons taught in Grade 8 in Shanghai, China, the paper reports on the appropriateness of the van Hiele model of ‘teaching phases’ within the Chinese context. The analysis indicates that though the second and third van Hiele teaching phases could be identified in the Chinese lessons, the instructional complexity of, for example, the guided orientation phase means that more research is needed into the validity of the van Hiele model of teaching.
pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, van hiele, theory, proof, learning, students, china, secondary school, lessons, Keith Jones
9789963671250
612-621
European Society for Research in Mathematics Education
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2007
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping and Jones, Keith
(2007)
Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China.
Pitta–Pantazi, Demetra and Philippou, George
(eds.)
In European Research in Mathematics Education V: Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The data reported in this paper come from a study aimed at explaining how successful teachers teach proof in geometry. Through a careful analysis of a series of lessons taught in Grade 8 in Shanghai, China, the paper reports on the appropriateness of the van Hiele model of ‘teaching phases’ within the Chinese context. The analysis indicates that though the second and third van Hiele teaching phases could be identified in the Chinese lessons, the instructional complexity of, for example, the guided orientation phase means that more research is needed into the validity of the van Hiele model of teaching.
Text
Ding&Jones_geom_proof_grade_8_Shanghai_CERME5_2007
- Accepted Manuscript
More information
Published date: 2007
Venue - Dates:
5th Biennial Conference of the European Society for Research in Mathematics Education (CERME5), Larnaca, Cyprus, 2007-02-22 - 2007-02-26
Keywords:
pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, van hiele, theory, proof, learning, students, china, secondary school, lessons, Keith Jones
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 45354
URI: http://eprints.soton.ac.uk/id/eprint/45354
ISBN: 9789963671250
PURE UUID: df13f2ea-19b1-4b51-8c0a-dbd9ea563c5c
Catalogue record
Date deposited: 21 Mar 2007
Last modified: 15 Mar 2024 09:10
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Contributors
Author:
Liping Ding
Editor:
Demetra Pitta–Pantazi
Editor:
George Philippou
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