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Defining a rhombus

journal contribution
posted on 2018-05-01, 09:33 authored by Colin Foster, Jeremy Hodgen, Dietmar Küchemann
[First paragraph] Is “telling” the only way to teach definitions in mathematics? How can pupils possibly know what something like a rhombus is, unless we tell them explicitly? We would suggest there is another way. We have recently been working on a guidance report on mathematics teaching for the Education Endowment Foundation, entitled Improving mathematics in key stages two and three, which makes eight recommendations. Recommendation 6 is to, “Use tasks and resources to challenge and support pupils’ mathematics.” One way to do this is to explore examples and non-examples of concepts. The task below shows how this strategy might be used to engage pupils in defining a rhombus, without the teacher having to present a definition at the start.

History

Citation

Mathematics Teaching -Derby-, 2018, 260, pp. 31-31

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • VoR (Version of Record)

Published in

Mathematics Teaching -Derby-

Publisher

Association of Teachers of Mathematics

issn

0025-5785

Acceptance date

2018-02-06

Copyright date

2018

Publisher version

https://www.atm.org.uk/Mathematics-Teaching-Journal-Archive

Notes

The file associated with this record is under embargo while permission to archive is sought from the publisher. The full text may be available through the publisher links provided above.

Language

en

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