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Southampton Education School

Research project: Cross-national study of the generation of geometrical knowledge in lower secondary school mathematics - Dormant - Dormant

Currently Active: 

January 2002 - December 2007

The project is supported by a University of Southampton School of Education Scholarship and ORSAS (Overseas Research Students Awards Scheme) award 2005037007.

This focus for this project is analysing the approaches to the teaching of geometrical ideas in secondary mathematics and is currently examining teaching approaches in China, Japan and the UK.

School geometry is commonly regarded as a key topic in which to develop students' deductive reasoning and creative thinking. Yet while deductive reasoning is central to making progress in mathematics, it remains the case that pupils at the secondary school level have great difficulty in making the transition to this form of reasoning. This study focuses on analysing the teaching approaches employed in different socio-cultural contexts, China, England and Japan, selected because they have long established, but contrasting, pedagogic traditions. The study aims to make a significant contribution to the development of pedagogic theory in the area of the teaching of geometry. The intention is to test and, where appropriate, develop, the van Hiele model of geometry learning through analysing current geometry curricula at the secondary school level in the selected countries. Teaching approaches to geometry are being examined through sampling teaching material, questionnaires to teachers, and classroom observation. The outcomes are intended to inform the development of school geometry curricula to take account of new teaching methods and new technology.

Related research groups

Mathematics and Science Education (MaSE) Research Centre



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