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

  • Patricio Herbst
  • Ui Hock Cheah
  • Philippe R. Richard
  • Keith Jones

Part of the ICME-13 Monographs book series (ICME13Mo)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Patricio Herbst, Ui Hock Cheah, Keith Jones, Philippe R. Richard
    Pages 1-4
  3. Scott Steketee, Daniel Scher
    Pages 59-86
  4. Patricio Herbst, Nicolas Boileau, Umut Gürsel
    Pages 87-110
  5. Agida G. Manizade, Dragana Martinovic
    Pages 127-144
  6. Mohan Chinnappan, Bruce White, Sven Trenholm
    Pages 145-161
  7. José Villella, Gema Fioriti, Rosa Ferragina, Leonardo Lupinacci, Fernando Bifano, Susana Amman et al.
    Pages 197-213
  8. Sharon L. Senk, Denisse R. Thompson, Yi-Hsin Chen, Kevin J. Voogt
    Pages 265-282
  9. Yael Luz, Carlotta Soldano
    Pages 319-337

About this book

Introduction

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.

Keywords

geometry learning geometry instruction teacher knowledge of geometry technology use in geometry geometry curriculum geometry in secondary schools teaching and learning geometry geometrical paradigms Regular 4-Polytopes Geometry To Algebra Geometry teachers mathematical literacy pre-service geometry geometry learning Geodikon spatial thinking in problem solving spatial visualization non-routine geometry playing with geometry dynamic geometry approach

Editors and affiliations

  • Patricio Herbst
    • 1
  • Ui Hock Cheah
    • 2
  • Philippe R. Richard
    • 3
  • Keith Jones
    • 4
  1. 1.School of EducationUniversity of MichiganAnn ArborUSA
  2. 2.Institute of Teacher EducationPenangMalaysia
  3. 3.Département de didactiqueUniversité de MontréalMontrealCanada
  4. 4.School of EducationUniversity of SouthamptonSouthamptonUnited Kingdom

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-77476-3
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-77475-6
  • Online ISBN 978-3-319-77476-3
  • Series Print ISSN 2520-8322
  • Series Online ISSN 2520-8330
  • Buy this book on publisher's site