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Defining a rhombus
journal contributionposted 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.
CitationMathematics Teaching -Derby-, 2018, 260, pp. 31-31
Author affiliation/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education
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