{"id":1440,"date":"2020-06-25T11:01:26","date_gmt":"2020-06-25T10:01:26","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/mshe\/?p=1440"},"modified":"2020-06-25T11:01:26","modified_gmt":"2020-06-25T10:01:26","slug":"new-open-access-publications-on-geometry-education-by-keith-jones","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/mshe\/new-open-access-publications-on-geometry-education-by-keith-jones\/","title":{"rendered":"New \u2018open access\u2019 publications on geometry education by Keith Jones"},"content":{"rendered":"

\"\"<\/a>MSHE member Keith Jones<\/a> has two new co-authored articles on aspects of geometry education just published. Both are \u2018open access\u2019 so everyone can access and read the papers. One, entitled \u201cSpatial visualisation reasoning about 2D representations of 3D geometrical shapes in grades 4 to 9<\/a>\u201d, found that 10-15 year-old students using either spatial visualisation or property-based spatial analytic reasoning was not enough to solve geometry tasks that required more than one step of reasoning and overcome the perceptual appearance (or \u2018look\u2019) of the given diagram. The other paper, \u201cInterplay between paper-and-pencil activities and dynamic-geometry-environment use during generalisation and proving<\/a>\u201d, found that while use of \u2018dynamic geometry\u2019 software supported 14-15 year-old students in generalising a mathematical statement prompted by a geometry task, the students were initially unable to prove the generalisation while using the software but subsequently succeeded through their paper-and-pencil activity. Both papers point to improvements that can be made to students\u2019 geometry education. More on Keith\u2019s latest research can be found on his Twitter<\/a> feed and on his ResearchGate<\/a> profile.<\/p>\n","protected":false},"excerpt":{"rendered":"

MSHE member Keith Jones has two new co-authored articles on aspects of geometry education just published. Both are \u2018open access\u2019 so everyone can access and read the papers. One, entitled \u201cSpatial visualisation reasoning about 2D representations of 3D geometrical shapes in grades 4 to 9\u201d, found that 10-15 year-old students using either spatial visualisation or […]<\/p>\n","protected":false},"author":93214,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[4217],"tags":[1030405],"class_list":["post-1440","post","type-post","status-publish","format-standard","hentry","category-news","tag-geometry-education"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1440","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/users\/93214"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/comments?post=1440"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1440\/revisions"}],"predecessor-version":[{"id":1441,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/posts\/1440\/revisions\/1441"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/media?parent=1440"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/categories?post=1440"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/mshe\/wp-json\/wp\/v2\/tags?post=1440"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}