NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870175
Record Type: Journal
Publication Date: 2010-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0926-7220
A Pilot Study of a Cultural-Historical Approach to Teaching Geometry
Rowlands, Stuart
Science & Education, v19 n1 p55-73 Jan 2010
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A