Herbst P., Cheah U.H., Richard P.R., Jones K. (Eds.) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools

Springer International Publishing AG, 2018. — 383 p. — (ICME-13 Monographs). — ISBN: 3319774751.This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry.
Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers' decision making.International Perspectives on Secondary Geometry Education: An Introduction
Thinking About the Teaching of Geometry Through the Lens of the Theory of Geometric Working Spaces
Epistemological Features of a Constructional Approach to Regular 4-Polytopes
Opportunities for Reasoning and Proving in Geometry in Secondary School Textbooks from Trinidad and Tobago
Enacting Functions from Geometry to Algebra
Examining the Work of Teaching Geometry as a Subject-Specific Phenomenon
Differences in Self-reported Instructional Strategies Using a Dynamic Geometry Approach that Impact Students’Conjecturing
Creating Profiles of Geometry Teachers’ Pedagogical Content Knowledge
Symbiosis Between Subject Matter and Pedagogical Knowledge in Geometry
Minding the Gap: A Comparison Between Pre-service and Practicing High School Teachers’ Geometry Teaching Knowledge
Designing Instruction in Geometry: Using Lesson Study to Improve Classroom Teaching
A Professional Development Experience in Geometry for High School Teachers: Introducing Teachers to Geometry Workspaces
Development of Spatial Ability: Results from the Research Project GeodiKon
Middle School Students’ Use of Property Knowledge and Spatial Visualization in Reasoning About 2D Rotations
Exploring Models of Secondary Geometry Achievement
Engaging Students with Non-routine Geometry Proof Tasks
Aspects of Spatial Thinking in Problem Solving: Focusing on Viewpoints in Constructing Internal Representations
Playing with Geometry: An Educational Inquiry Game Activity
The Use of Writing as a Metacognitive Tool in Geometry Learning
Connectedness of Problems and Impasse Resolution in the Solving Process in Geometry: A Major Educational Challenge
Conclusion: Prospects for Developments and Research in Secondary Geometry Education