′Geometry is often given less time in the teaching timetable than other aspects of mathematics. This book encourages practitioners to think about and raise its profile, indeed achieving what its title suggest′ -
Primary Practice
`This creative, innovative and fascinating book/CD package is one you "MUST BUY". All prospective, new and experienced teachers of mathematics can use it to transform their teaching. All readers can use it to reignite their fascination with mathematics′ - Professor Sylvia Johnson, Sheffield Hallam University
′This book exudes activity and interactivity. Moreover, it provides challenge in the context of a significant pedagogy, one that is not just present but actually made explicit. It is undoubtedly a book to learn geometry with, but also one to learn to think more deeply about geometry, about its nature and essence, and also about its teaching and learning′ - David Pimm
Developing Thinking in Geometry enables teachers and their support staff to experience and teach geometric thinking. As well as discussing key teaching principles, the book and accompanying interactive CD include many activities that encourage readers to extend their own learning, and consequently their teaching practices.
The book is constructed around the following key themes:
- invariance;
- language and points of view;
- reasoning using invariance;
- visualising and representing.
These themes draw on teaching principles developed by the team at the Open University′s Centre for Mathematics Education which has a 20-year track record of innovative approaches to teaching and learning geometry.
This is a ′must have′ text for all primary mathematics specialists, secondary and Further Education mathematics teachers and their support staff. Anyone who wishes to create an understanding and enthusiasm for geometry based upon firm research and effective practice, will enjoy this book.
This is the course reader for the Open University Course ME627 Developing
Geometric Thinking
Sue Johnston-Wilder is a Senior Lecturer at the Centre for Mathematics Education at the Open University. Her main interests are the role of technology, history and modelling in promoting understanding of mathematics and of statistical processes, the professional development of teachers, particularly developing deeper understanding of mathematics through new technology, and the recruitment and retention of Maths teachers. She has authored three books and has contributed articles to many more books and journals.
John Mason has led the Centre for Mathematics Education in various capacities for fifteen years. His principal focus is thinking about mathematical problems, and supporting others who wish to foster and sustain their own thinking and the thinking of others. Other interests include the study of how authors have expressed to students their awareness of generality, especially in textbooks on the boundary between arithmetic and algebra, and ways of working on and with mental imagery in teaching mathematics.
