Perspectives on the teaching of geometry for the 21st century. An ICMI study (Q1972213)

This is an interesting book in the new ICMI (The International Commission on Mathematical Instruction) Study Series devoted to the problems of teaching geometry in the new information age. In this study, the whole spectrum of teaching and learning of geometry is analyzed. Experts from all over the world took part in this study, which was conducted on the basis of recent international research, case studies, and reports on actual school practice. The introductory paper presents a short view of teaching of geometry through ages and the role of geometry in school curricula. The book is divided into 10 Chapters. Chapter 1 presents the ongoing debate concerning the contrasting effects of traditional and innovative aspects of geometry and its applications. Chapter 2 deals with the specific features of reasoning in geometry, including general aspects and specific case studies for different age groups, carried out in different countries. Chapter 3 discusses the links between geometry and reality as well as the way geometry is being put to use in other branches of mathematics and knowledge. Chapter 4 deals with the interplay of computer technology and geometry. Chapter 5 presents the teaching geometry in classroom. Chapter 6 analyzes the evolution of geometry education since 1900 in several countries which at the beginning of this century had a leading role in geometrical research and teaching (England, Italy, France, Germany). Chapter 7 concerns the impact of recent innovations on actual curricula, on the basis of five case studies from a sample of countries with quite different approaches to education (Colombia, Egypt, Poland, China, Germany). Chapter 8 deals with assessment, and its influence on the teaching/learning process. Chapter 9 discusses the vital role of an appropriate teacher education for the improvement of the teaching of geometry. Chapter 10 aims at synthesizing the most relevant findings of the study and to discuss possible actions to be undertaken in the near future, for an improvement of the teaching of geometry. Each chapter contains some specific references. This book will be of particular interest to mathematics educators and mathematicians who are involved in the teaching of geometry at all educational levels, as well as to researchers in mathematics education.