An Analysis of the National Intended Geometry Curriculum

Autor/in	Jayathirtha, Gayithri
Titel	An Analysis of the National Intended Geometry Curriculum
Quelle	In: Contemporary Education Dialogue, 15 (2018) 2, S.143-163 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184918783291
Schlagwörter	Foreign Countries; National Curriculum; Mathematics Curriculum; Curriculum Evaluation; Geometry; Textbook Evaluation; Textbook Content; Elementary School Mathematics; Secondary School Mathematics; Curriculum Development; Mathematics Skills; Abstract Reasoning; Logical Thinking; Statistical Analysis; Qualitative Research; India + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Geometrie; Lehrbuchtext; Elementare Mathematik; Schulmathematik; Development; Curriculumentwicklung; Entwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Statistische Analyse; Qualitative Forschung; Indien
Abstract	Geometrical concepts play a crucial role in developing spatial thinking and reasoning. Further, curricular materials play a key role in shaping student-learning experiences in the classroom. The organisation of the content of textbooks plays a decisive role in how and when students are introduced to concepts, especially given the 'textbook-centric' teaching practices observed in the Indian classroom. I thus analysed the geometry curriculum from grades one through eight through the lens of the five-level hierarchical van Hiele model of geometrical thinking. I organized the analysis to highlight conceptual details at two levels--across a chapter in a particular grade level and across chapters in all the eight grade levels. The analysis has illuminated the affordances of curricular materials to constantly connect students to multiple levels of geometric reasoning, but at the same time it points to the need for reorganizing the curriculum to enable students to systematically progress from visual-based to deduction-based reasoning. The analysis also calls for redesigning certain conceptual representations to promote relational geometrical understanding among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01