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

Autor/in	Rowlands, Stuart
Titel	A Pilot Study of a Cultural-Historical Approach to Teaching Geometry
Quelle	In: Science & Education, 19 (2010) 1, S.55-73 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-008-9181-3
Schlagwörter	Geometry; Mathematics Instruction; Teaching Methods; English (Second Language); Learning Strategies; Thinking Skills; History; Mathematical Logic; Validity + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Denkfähigkeit; Geschichte; Geschichtsdarstellung; Mathematical logics; Mathematische Logik; Gültigkeit
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10