Download The Learning and Teaching of Geometry in Secondary Schools: by Pat Herbst, Taro Fujita, Stefan Halverscheid, Michael Weiss PDF

By Pat Herbst, Taro Fujita, Stefan Halverscheid, Michael Weiss

IMPACT (Interweaving arithmetic Pedagogy and content material for educating) is a thrilling new sequence of texts for instructor schooling which goals to enhance the training and educating of arithmetic through integrating arithmetic content material with the wider study and theoretical base of arithmetic education.

The studying and educating of Geometry in Secondary Schools reports previous and current study at the instructing and studying of geometry in secondary faculties and proposes an strategy for layout examine on secondary geometry instruction.

Areas coated include:

  • teaching and studying secondary geometry via history;
  • the representations of geometric figures;
  • students’ cognition in geometry;
  •  teacher wisdom, perform and, beliefs;
  • teaching techniques, educational development, and school room interventions;
  • research designs and difficulties for secondary geometry.

Drawing on a crew of foreign authors, this new textual content could be crucial examining for skilled academics of arithmetic, graduate scholars, curriculum builders, researchers, and all these drawn to exploring scholars’ research of geometry in secondary schools.

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Additional info for The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective

Example text

Drawing was also a prominent activity in many other curricula, for instance in France; see Laborde, 1998). In the Meran plans, Klein’s influence suggested commencing with observations of geometry. For example, in grade 6,4 the Meran program described the propae­ deutical theory of space as follows: Introduction to the basic spatial concepts, however, so that the space appears primarily as a source of planimetric relationships. Spatial extensions, surfaces, lines, points are initially described in the neighbourhood and confirmed at various bodies.

Klein, 1895, p. 540). (Drawing was also a prominent activity in many other curricula, for instance in France; see Laborde, 1998). In the Meran plans, Klein’s influence suggested commencing with observations of geometry. For example, in grade 6,4 the Meran program described the propae­ deutical theory of space as follows: Introduction to the basic spatial concepts, however, so that the space appears primarily as a source of planimetric relationships. Spatial extensions, surfaces, lines, points are initially described in the neighbourhood and confirmed at various bodies.

Instead of focus­ ing on the same contents as Euclid—mainly low-dimensional geometry without any links to algebra and analysis—Dieudonné proposed that the traditional geometry course be replaced with: a) Determinants of order 2 or 3, b) elementary calculus (function in one variable), c) construction of the graph of a function and of a curve given in parametric form (using derivatives), d) elementary properties of complex numbers, and e) polar co-ordinates (Dieudonné, 1959, p. 38). , Cornelius, 1973; Kapadia, 1980).

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