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postgraduate thesis: An analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei

TitleAn analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei
Authors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Kwong, K. [鄺嘉圖]. (2013). An analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5210206
AbstractThis dissertation is intented to explore the similarities and differences of pedagogical characteristics in geometry though analyzing the contents of the junior Secondary school (grade 7-9) mathematics textbooks of England, Hong Kong and Taipei. By studying the topic of “Relationships for angles at a point, angles on a line, vertically opposite angles, angles associated with a transversal cutting parallel lines and perpendicularity” of the textbooks, the textbooks of the three places have demonstrated how they organize the contents to achieve the various aims with different means and different emphasis. For English textbooks, their contents are characterized by using geometric intuition for verifying the properties of geometric objects and the theorems. On the contrary, for Taipei textbook, their contents are characterized by the extensive use of deductive reasoning and proof for verifying the properties of geometric objects and the theorems. Lastly, for Hong Kong textbooks, their contents are characterized by encouraging conjecturing through various explorative activities. For developing students’ cognitive thinking in geometry, the progress of developing students’ level of sophistication in deductive reasoning is depended upon their age for England while Hong Kong and Taipei do not. Process of visualization is commonly used in the three countries for enhancing the reasoning process and various apprehensions of geometric objects. On the other hand, Hong Kong and Taipei textbooks tend to apply more on the process of reasoning in the teaching activities while English textbooks apply more on the process of construction.
DegreeMaster of Education
SubjectGeometry - Study and teaching (Secondary) - Taiwan - Taipei
Geometry - Study and teaching (Secondary) - China - Hong Kong
Geometry - Study and teaching (Secondary) - England
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/198864

 

DC FieldValueLanguage
dc.contributor.authorKwong, Ka-to-
dc.contributor.author鄺嘉圖-
dc.date.accessioned2014-07-11T23:12:33Z-
dc.date.available2014-07-11T23:12:33Z-
dc.date.issued2013-
dc.identifier.citationKwong, K. [鄺嘉圖]. (2013). An analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5210206-
dc.identifier.urihttp://hdl.handle.net/10722/198864-
dc.description.abstractThis dissertation is intented to explore the similarities and differences of pedagogical characteristics in geometry though analyzing the contents of the junior Secondary school (grade 7-9) mathematics textbooks of England, Hong Kong and Taipei. By studying the topic of “Relationships for angles at a point, angles on a line, vertically opposite angles, angles associated with a transversal cutting parallel lines and perpendicularity” of the textbooks, the textbooks of the three places have demonstrated how they organize the contents to achieve the various aims with different means and different emphasis. For English textbooks, their contents are characterized by using geometric intuition for verifying the properties of geometric objects and the theorems. On the contrary, for Taipei textbook, their contents are characterized by the extensive use of deductive reasoning and proof for verifying the properties of geometric objects and the theorems. Lastly, for Hong Kong textbooks, their contents are characterized by encouraging conjecturing through various explorative activities. For developing students’ cognitive thinking in geometry, the progress of developing students’ level of sophistication in deductive reasoning is depended upon their age for England while Hong Kong and Taipei do not. Process of visualization is commonly used in the three countries for enhancing the reasoning process and various apprehensions of geometric objects. On the other hand, Hong Kong and Taipei textbooks tend to apply more on the process of reasoning in the teaching activities while English textbooks apply more on the process of construction.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshGeometry - Study and teaching (Secondary) - Taiwan - Taipei-
dc.subject.lcshGeometry - Study and teaching (Secondary) - China - Hong Kong-
dc.subject.lcshGeometry - Study and teaching (Secondary) - England-
dc.titleAn analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei-
dc.typePG_Thesis-
dc.identifier.hkulb5210206-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5210206-
dc.date.hkucongregation2013-

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