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: | |
| 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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