Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/41872
Title: Defining a rhombus
Authors: Foster, Colin
Hodgen, Jeremy
Küchemann, Dietmar
First Published: 1-Mar-2018
Publisher: Association of Teachers of Mathematics
Citation: Mathematics Teaching -Derby-, 2018, 260, pp. 31-31
Abstract: [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.
ISSN: 0025-5785
Links: https://www.atm.org.uk/Mathematics-Teaching-Journal-Archive
http://hdl.handle.net/2381/41872
Embargo on file until: 1-Jan-10000
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2018, Association of Teachers of Mathematics. Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: 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.
Appears in Collections:Published Articles, School of Education

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