International Perspectives on the Teaching and Learning of Geometry in Secondary Schools

TRAMA

This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters  examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry.  Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers’ decision making.

SOMMARIO

Section 1: Mathematical, Epistemological, and Curricular Perspectives.-  Thinking About The Teaching Of Geometry Through The  Lens Of Geometrical  Work And Geometrical ParadigmsAlain Kuzniak Epistemological Features Of A Constructional Approach To Regular 4-PolytopesStephan Berendonk and Marc Sauerwein Geometry Opportunites For Reasoning And Proof In  Secondary School Textbooks In Trinidad And TobagoAndrew A. Hunte Enacting Functions  From Geometry To AlgebraScott Steketee and Daniel Scher Section 2: Studies of Geometry Instruction and Teacher Knowledge Examining The Work Of Teaching Geometry As A Subject-Specific PhenomenonPatricio Herbst, Nicolas Boileau, and Umut Gürsel Creating Profiles Of Geometry Teachers’ Pedagogical Content KnowledgeAgida G. Manizade and Dragana Martinovic Symbiosis Between Subject Matter And  Pedagogical Knowledge In GeometryMohan Chinnappan,  Bruce White, and Sven Trenholm Designing Instruction Towards Mathematical Literacy In Geometry: A Case StudyUi Hock Cheah Minding the Gap: A Comparison Between Pre-Service and Practicing High School Geometry Teachers’ Geometry Teaching KnowledgeShawnda Smith Some Notes On Teaching Geometry In Secondary School: A Teacher Training ExperienceAlejandra Almirón, Susana Ammann, Fernando Bifano, Rosa Ferragina, Gema Fioriti, Leonardo Lupinacci, and José Villella.  Section 3: Studies of Geometry Thinking and Learning Exploring Models Of Secondary Geometry AchievementSharon L. Senk, Denisse R. Thompson, Yi-Hsin Chen, and Kevin J. Voogt Connectedness Of Problems And Blockage Resolution In The Solving Process: A Major Educational ChallengeJosep Fortuny, Michel Gagnon, and Philippe Richard The Use Of Writing As A Metacognitive Tool In Geometry LearningLuz Graciela Orozco Vaca Development Of Spatial Ability Results From The Research Project GeodikonGuenter Maresch Middle School Students' Use Of Property Knowledge And Spatial Visualization In Reasoning About 2D RotationsMichael T. Battista and Leah M. Frazee Aspects of Spatial Thinking In Problem Solving: Focusing On Viewpoints In  Constructing Internal RepresentationMitsue Arai Engaging Students with Non-Routine Geometry Proof  TasksMichelle Cirillo Playing With Geometry: An Educational Inquiry Game  ActivityYael Luz and Carlotta Soldano Differences In Self-Reported Instructional Strategies Using A Dynamic Geometry Approach That Impact Students’ ConjecturingBrittany Webre, Shawnda Smith, and Gilbert Cuevas ConclusionThe Editors

AUTORE

ALTRE INFORMAZIONI

• Condizione: Nuovo
• ISBN: 9783319774756
• Collana: ICME-13 Monographs
• Dimensioni: 235 x 155 mm Ø 752 gr
• Formato: Copertina rigida
• Illustration Notes: VI, 386 p. 180 illus., 120 illus. in color.
• Pagine Arabe: 386
• Pagine Romane: vi