A Pilot Study of a Cultural-Historical Approach to Teaching Geometry |
| |
Authors: | Stuart Rowlands |
| |
Institution: | (1) Centre for Teaching Mathematics, School of Mathematics and Statistics, University of Plymouth, Plymouth, PL4 8AA, UK |
| |
Abstract: | 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. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|