A learning progression for geometric reasoning

Seah, R and Horne, M 2019, 'A learning progression for geometric reasoning' in Dianne Siemon, Tasos Barkatsas and Rebecca Seah (ed.) Researching and using progressions (trajectories) in mathematics education, Brill Sense Publishers, Leiden, The Netherlands, pp. 157-180.


Document type: Book Chapter
Collection: Book Chapters

Title A learning progression for geometric reasoning
Author(s) Seah, R
Horne, M
Year 2019
Title of book Researching and using progressions (trajectories) in mathematics education
Publisher Brill Sense Publishers
Place of publication Leiden, The Netherlands
Editor(s) Dianne Siemon, Tasos Barkatsas and Rebecca Seah
Start page 157
End page 180
Subjects Mathematics and Numeracy Curriculum and Pedagogy
Summary This chapter reports the development of a learning progression for geometric reasoning. Geometric reasoning is the ability to critically analyse axiomatic properties, formulate logical arguments, identify new relationships and prove propositions. All types of geometric concepts develop over time, becoming increasingly integrated and synthesized as individuals learn to visualise beyond the physical images, and participate in taken-as-shared mathematical discourse to describe, analyse, infer and deduce geometric relationships, leading to engaging in formal proof. By analysing data collected through a series of assessment items we have designed and verified an eight-zone learning progression. Examples will be provided to show how the assessment items, activities and teaching advice can be used to help develop and nurture geometric reasoning.
Copyright notice © Koninklijke Brill NV, Leiden, 2019
Keyword(s) spatial and geometric reasoning
visualisation
mathematical discourse
learning progression
ISBN 9789004396432
Versions
Version Filter Type
Access Statistics: 37 Abstract Views  -  Detailed Statistics
Created: Tue, 26 Mar 2019, 09:36:00 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us