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National Curriculum: Geometry and measures - KS3 - Articles

Created on 24 October 2013 by ncetm_administrator
Updated on 04 June 2014 by ncetm_administrator


Through a consideration of an example of classroom teaching, this paper scrutinises a selection of theoretical frameworks that may afford greater insight into, and greater explanatory power on, the role of the teacher in the teaching of proof and proving in geometry.

This paper reports on a study of geometry teaching at the lower secondary school level in Shanghai, China. Through an analysis of data from observing a variety of Year 9 (Grade 8) lessons, and utilising data from the students’ performance in school examinations, the study suggests that teachers in this region of China use classroom strategies that attempt to reinforce visual and deductive approaches in order to develop students’ thinking in the transition to deductive geometry.

This paper describes an attempt to devise a task which would encourage students to develop a deeper understanding of how shapes can be defined by considering the properties of two internal perpendicular lines.


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