How Pythagoras' theorem is taught in Czech Republic, Hong Kong and Shanghai: a case study.

Autor/inn/en	Huang, Rongjin; Leung, Frederick K.S.
Titel	How Pythagoras' theorem is taught in Czech Republic, Hong Kong and Shanghai: a case study.
Quelle	In: Zentralblatt für Didaktik der Mathematik. Berichtsteil, 34 (2002) 6, S. 268-277 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0044-4103; 1615-679X
DOI	10.1007/BF02655725
Schlagwörter	Vergleichsuntersuchung; Interkulturelle Differenz; Lehr-Lern-Prozess; Unterrichtsmethode; Planimetrie; Beweisen; Pythagoras
Abstract	This paper attempts to explore certain characteristics of the mathematics classroom by investigating how teachers from three different cultures, namely, the Czech Republic, Hong Kong and Shanghai, handle Pythagoras' theorem at eighth grade. Based on a fine-grained analysis of one lesson from each of the three places, some features in terms of the ways of handling the same topic were revealed as follows: the Hong Kong teacher and the Shanghai teacher emphasized exploring Pythagoras' theorem, the Shanghai teacher seemed to emphasize mathematical proofs, while the Czech teacher and the Hong Kong teacher tended to verify the theorem visually. It was found that the Czech teacher and the Hong Kong teacher put stress on demonstrating with some degree of student input in the process of learning. On the other hand, the Shanghai teacher demonstrated a constructive learning scenario: students were actively involved in the process of learning under the teacher's control through a series of deliberate activities. Regarding the classroom exercises, the Shanghai teacher tended to vary problems implicitly within a mathematical context, while the teachers in the other two places preferred varying problems explicitly within both mathematical and daily life contexts.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2004_(CD)