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A Pilot Study of a Cultural-Historical Approach to Teaching Geometry

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Title: A Pilot Study of a Cultural-Historical Approach to Teaching Geometry
Language: English
Authors: Rowlands, Stuart
Source: Science & Education. Jan 2010 19(1):55-73.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 19
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, English (Second Language), Learning Strategies, Thinking Skills, History, Mathematical Logic, Validity
DOI: 10.1007/s11191-008-9181-3
ISSN: 0926-7220
Abstract: There appears to be a widespread assumption that deductive geometry is inappropriate for most learners and that they are incapable of engaging with the abstract and rule-governed intellectual processes that became the world's first fully developed and comprehensive formalised system of thought. This article discusses a curriculum initiative that aims to "bring to life" the major transformative (primary) events in the history of Greek geometry, aims to encourage a meta-discourse that can develop a reflective consciousness and aims to provide an opportunity for the induction into the formalities of proof and to engage with the abstract. The results of a pilot study to see whether 14-15 year old "mixed ability" and 15-16 year old "gifted and talented" students can be meaningfully engaged with two such transformative events are discussed.
Abstractor: As Provided
Entry Date: 2010
Accession Number: EJ870175
Database: ERIC
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  Data: A Pilot Study of a Cultural-Historical Approach to Teaching Geometry
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  Data: There appears to be a widespread assumption that deductive geometry is inappropriate for most learners and that they are incapable of engaging with the abstract and rule-governed intellectual processes that became the world's first fully developed and comprehensive formalised system of thought. This article discusses a curriculum initiative that aims to "bring to life" the major transformative (primary) events in the history of Greek geometry, aims to encourage a meta-discourse that can develop a reflective consciousness and aims to provide an opportunity for the induction into the formalities of proof and to engage with the abstract. The results of a pilot study to see whether 14-15 year old "mixed ability" and 15-16 year old "gifted and talented" students can be meaningfully engaged with two such transformative events are discussed.
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