Buch, Englisch, 250 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 498 g
Reihe: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching
A Modeling Perspective
Buch, Englisch, 250 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 498 g
Reihe: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching
ISBN: 978-0-415-85690-4
Verlag: Taylor & Francis
The Learning and Teaching of Geometry in Secondary Schools reviews past and present research on the teaching and learning of geometry in secondary schools and proposes an approach for design research on secondary geometry instruction.
Areas covered include:
- teaching and learning secondary geometry through history;
- the representations of geometric figures;
- students’ cognition in geometry;
- teacher knowledge, practice and, beliefs;
- teaching strategies, instructional improvement, and classroom interventions;
- research designs and problems for secondary geometry.
Drawing on a team of international authors, this new text will be essential reading for experienced teachers of mathematics, graduate students, curriculum developers, researchers, and all those interested in exploring students’ study of geometry in secondary schools.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
IMPACT—Series Foreword
Acknowledgments
Introduction
Chapter 1: The Discourse of Teaching and Learning Secondary Geometry through History
1.1. Introduction
1.2. Overview of This Chapter
1.3. The Development of Geometry up to the So-Called Foundational Crisis
1.4. The Shaping of Geometry Curricula in the Nineteenth and Twentieth Centuries
1.5. Recent Developments
1.6. Conclusion
Chapter 2: Geometric Figures and Their Representations
2.1. Introduction
2.2. Conceptions of Figure: What Ee Mean by Conception
2.3. Initial Conceptions of Geometric Figures
2.4. The Geometric Diagram in the Literature
2.5. A Modeling Perspective in the Study of Figures
2.6. Conclusion
Chapter 3: Students’ Thinking and Learning in Geometry
3.1. Introduction
3.2. Conceptions of Figure and Students’ Cognition
3.3. Geometric Figures and Students’ Learning as Progressive Change in Cognition
3.4. Enriching Semiotic Registers, Operations, and Control Structures with DGS
3.5. Theoretical Underpinnings for Learning Trajectories of Geometric Figures
3.6. Conclusion
Chapter 4: Teaching Practice and Teacher Knowledge in Geometry Instruction
4.1. Introduction
4.2. Teaching Practice in Geometry
4.3. Teacher Knowledge of Geometry
4.4. Studies of Preservice Teachers’ Knowledge of Geometry
4.5. Another Look at Elementary and Middle Grades Teachers
4.6. Beliefs of Secondary Geometry Teachers
4.7. Conclusion
Chapter 5: Improving the Teaching and Learning of Geometry in Secondary School Classrooms
5.1. Introduction
5.2. Communication Tasks: A Contribution of the Theory of Didactical Situations to the Design of Interventions
5.3. Secondary Geometry in the Service of Modeling the Experience with Shape and Space
5.4. Communication Tasks in the Teaching and Learning of Geometry
5.5. Concluding this Chapter
Chapter 6: A Conclusion and a Beginning: Doing Research on The Teaching and Learning of Secondary Geometry
6.1. Introduction
6.2. Research questions
6.3. Conclusion
References
