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Intelligent Learning Environments: The Case of Geometry pp 94–112Cite as

Modelling Geometrical Knowledge: The Case of the Student

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 117))

Abstract

Geometry provides a domain in which to study and operationalise deductive methods and at the same time a means by which space can be explored inductively. These opportunities arise from two characteristics of geometry, namely its logical structure and its potential for modelling the real world. The tension inherent in endeavouring to preserve a balance between these twin features is evident in the debates over many decades about the place of geometry in the school curriculum. A report on the teaching of geometry in schools in the UK in the 1960s suggested that “neither the subject matter to which attention is invited nor the operation to which the name of proof is given should retain a uniform character throughout the school age” (Mathematical Association 1963, p. 7).

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Author information

Authors and Affiliations

  1. Department of Mathematics, Statistics and Computing, Institute of Education University of London, 20 Bedford Way, London, WC1H OAL, UK

    Celia Hoyles

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  1. Celia Hoyles
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Editors and Affiliations

  1. Laboratoire de Structures Discrètes et de Didactique Institut d’ Informatique et de Mathématiques Appliquées de Grenoble, Université Joseph Fourier Centre Nationale de la Recherche Scientifique, BP 53, F-38041, Grenoble cedex 9, France

    Jean-Marie Laborde

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© 1996 Springer-Verlag Berlin Heidelberg

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Hoyles, C. (1996). Modelling Geometrical Knowledge: The Case of the Student. In: Laborde, JM. (eds) Intelligent Learning Environments: The Case of Geometry. NATO ASI Series, vol 117. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-60927-5_7

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  • DOI: https://doi.org/10.1007/978-3-642-60927-5_7

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-64608-9

  • Online ISBN: 978-3-642-60927-5

  • eBook Packages: Springer Book Archive

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