article · Figshare · 2018
Defining a rhombus
Colin Foster (7157549), Jeremy Hodgen (7157780), Dietmar Küchemann (7783070)
Cited by 0Open access
Abstract
[First paragraph] Is “telling” the only way to teach definitions in\nmathematics? How can pupils possibly know\nwhat something like a rhombus is, unless we\ntell them explicitly? We would suggest there is\nanother way. We have recently been working on a\nguidance report on mathematics teaching for the\nEducation Endowment Foundation, entitled Improving\nmathematics in key stages two and three, which\nmakes eight recommendations. Recommendation\n6 is to, “Use tasks and resources to challenge and\nsupport pupils’ mathematics.” One way to do this is\nto explore examples and non-examples of concepts.\nThe task below shows how this strategy might be\nused to engage pupils in defining a rhombus, without\nthe teacher having to present a definition at the start.
Cite this paper
(7157549), C. F., (7157780), J. H., & (7783070), D. K. (2018). Defining a rhombus. Figshare.
(7157549), Colin Foster, et al. “Defining a rhombus.” Figshare, 2018.
(7157549), Colin Foster, Jeremy Hodgen (7157780), and Dietmar Küchemann (7783070). 2018. “Defining a rhombus.” Figshare.
(7157549), C.F., (7157780), J.H. and (7783070), D.K. (2018) ‘Defining a rhombus’, Figshare.
@article{71575492018defining,
title = {{Defining a rhombus}},
author = {(7157549), Colin Foster and (7157780), Jeremy Hodgen and (7783070), Dietmar Küchemann},
journal = {Figshare},
year = {2018}
}Made from the index record. Check names, capitalisation and page numbers against the paper. Need another style? AI for Research has over 10,000.