Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China


Ding, Liping and Jones, Keith (2007) Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China In European Research in Mathematics Education V. European Society for Research in Mathematics Education., pp. 612-621.

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Description/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.

Item Type: Conference or Workshop Item (Paper)
ISBNs: 9789963671250 (print)
Venue - Dates: 5th Biennial Conference of the European Society for Research in Mathematics Education (CERME5), 2007-02-22 - 2007-02-26
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Keywords: pedagogy, curriculum, teaching, teachers, mathematics, education, geometry, geometrical, van hiele, theory, proof, learning, students, china, secondary school, lessons, Keith Jones
Subjects:

Organisations: Mathematics, Science & Health Education
ePrint ID: 45354
Date :
Date Event
2007Published
Date Deposited: 21 Mar 2007
Last Modified: 16 Apr 2017 18:41
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/45354

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