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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.
This book shows how the practice of script writing can be used both
as a pedagogical approach and as a research tool in mathematics
education. It provides an opportunity for script-writers to
articulate their mathematical arguments and/or their pedagogical
approaches. It further provides researchers with a corpus of
narratives that can be analyzed using a variety of theoretical
perspectives.Various chapters argue for the use of dialogical
method and highlight its benefits and special features. The
chapters examine both "low tech" implementations as well as the use
of a technological platform, LessonSketch. The chapters present
results of and insights from several recent studies, which utilized
scripting in mathematics education research and practice.
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.
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