Teaching Geometrical Theorems in Grade 8 Using the “<i>Shen Tou</i>” Method: A Case Study in Shanghai

Ding, Liping; Jones, Keith; Zhang, Dianzhou

doi:10.1142/9789814415828_0009

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…The outstanding performance of Chinese students, particularly Shanghai students, in the Programme for International Student Assessment (PISA) tests in mathematics (OECD, 2010 , 2019 ) has attracted worldwide attention from education policymakers, researchers, and practitioners. Many researchers have studied issues concerning mathematics education in Shanghai, which is the largest city in China and considered to be the nation’s leader in education (UNESCO Institute for Information Technologies in Education et al, 2020 ), from various perspectives, such as classroom instruction (e.g., Ding et al, 2015 ), teacher education and professional development (e.g., Tucker, 2014 ), curriculum and textbooks (e.g., Wang et al, 2017 ), and social and cultural influences (e.g., Fan et al, 2018 ). Nevertheless, there is surprisingly little research on Shanghai students’ mathematics learning from a technological perspective.…”

Section: Introductionmentioning

confidence: 99%

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Fan

Luo

Xie

et al. 2022

ZDM Mathematics Education

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Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students’ use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students’ learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.

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Section: Introductionmentioning

confidence: 99%

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Fan

Luo

Xie

et al. 2022

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…In this theory, for the effective teaching of Euclidean Geometry, knowledge of content and pedagogy is not sufficient on its own [46] Knowledge of students and their characteristics are other vital aspects of the relationship. Students need to be presented with problems, whereafter teachers should fulfill their role as facilitators in an inductive inquiry process, starting with specific information and continuing with steps toward discovery [47].…”

Section: Constructivismmentioning

confidence: 99%

Framework for Articulating Relation between Teachers' Practices and Students' Self-efficacy in Teaching and Learning Euclidian Geometry in High School

Mamiala¹,

Simelane-Mnisi²,

Mji³

2022

ujer

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“…They might turn out to be more motivated to make sense of it (Panasuk & Beyranevand, 2010). In addition, diagrams are useful in transforming word language of geometry concepts, definitions as well as proposition into geometrical symbol language (Ding, Jones & Zhang, 2013).…”

Section: Diagrams In Geometry Teaching and Learningmentioning

confidence: 99%

In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

Sunzuma

Chando

Gwizangwe

et al. 2020

LUMAT

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Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers’ practices, specifically on how teachers ought to be equipped with a good understanding on the effectiveness of the use of use of diagrams in geometry teaching and learning. A mixed method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers’ use of diagrams in geometry class. The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use of technology in designing diagrams to be used in the teaching and learning of geometry.

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Teaching Geometrical Theorems in Grade 8 Using the “Shen Tou” Method: A Case Study in Shanghai

Cited by 6 publications

References 20 publications

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Framework for Articulating Relation between Teachers' Practices and Students' Self-efficacy in Teaching and Learning Euclidian Geometry in High School

In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

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