The learning and teaching of geometry in secondary schools : a modeling perspective
Patricio Herbst, Taro Fujita, Stefan Halverscheid, and Michael Weiss
Bok Engelsk 2017
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| Omfang | x, 239 sider : illustrasjoner
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| Opplysninger | Book DescriptionIMPACT (Interweaving Mathematics Pedagogy and Content for Teaching) is an exciting new series of texts for teacher education which aims to advance the learning and teaching of mathematics by integrating mathematics content with the broader research and theoretical base of mathematics education.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.Table of ContentsIMPACT—Series ForewordAcknowledgmentsIntroductionChapter 1: The Discourse of Teaching and Learning Secondary Geometry through History1.1. Introduction1.2. Overview of This Chapter1.3. The Development of Geometry up to the So-Called Foundational Crisis1.4. The Shaping of Geometry Curricula in the Nineteenth and Twentieth Centuries1.5. Recent Developments1.6. ConclusionChapter 2: Geometric Figures and Their Representations2.1. Introduction2.2. Conceptions of Figure: What Ee Mean by Conception2.3. Initial Conceptions of Geometric Figures2.4. The Geometric Diagram in the Literature2.5. A Modeling Perspective in the Study of Figures2.6. ConclusionChapter 3: Students’ Thinking and Learning in Geometry3.1. Introduction3.2. Conceptions of Figure and Students’ Cognition3.3. Geometric Figures and Students’ Learning as Progressive Change in Cognition3.4. Enriching Semiotic Registers, Operations, and Control Structures with DGS3.5. Theoretical Underpinnings for Learning Trajectories of Geometric Figures3.6. ConclusionChapter 4: Teaching Practice and Teacher Knowledge in Geometry Instruction4.1. Introduction4.2. Teaching Practice in Geometry4.3. Teacher Knowledge of Geometry4.4. Studies of Preservice Teachers’ Knowledge of Geometry4.5. Another Look at Elementary and Middle Grades Teachers4.6. Beliefs of Secondary Geometry Teachers4.7. ConclusionChapter 5: Improving the Teaching and Learning of Geometry in Secondary School Classrooms5.1. Introduction5.2. Communication Tasks: A Contribution of the Theory of Didactical Situations to the Design of Interventions5.3. Secondary Geometry in the Service of Modeling the Experience with Shape and Space5.4. Communication Tasks in the Teaching and Learning of Geometry5.5. Concluding this ChapterChapter 6: A Conclusion and a Beginning: Doing Research on The Teaching and Learning of Secondary Geometry6.1. Introduction6.2. Research questions6 3. ConclusionReferences. - 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.
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| ISBN | 978-0-415-85690-4. - 978-0-415-85691-1
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