Developing Thinking in Geometry

"All readers can use this book to reignite their fascination with mathematics. Fosters not only a curiosity about geometry itself but crucially focuses on how learners can actively engage in thinking about geometry and its central key ideas."
―Sylvia Johnson, Professor, Sheffield Hallam University

"Exudes activity and interactivity. A book for learning geometry, learning to think more deeply about geometry, and also about its teaching and learning."
―David Pimm, Professor, University of Alberta

Developing Thinking in Geometry enables teachers and their support staff to experience and teach geometric thinking. Discussing key teaching principles, the book and its accompanying interactive CD-ROM include many activities encouraging readers to extend their own learning, and teaching practices.

Drawing on innovative approaches for teaching and learning geometry developed by the Open University′s Centre for Mathematics Education, this resource is constructed around the following key themes:

• Invariance
• Language and points of view
• Reasoning using invariance
• Visualizing and representing

Sue Johnston-Wilder is a Senior Lecturer at the Centre for Mathematics Education at the Open University. Her main interests are the role of technology, history and modelling in promoting understanding of mathematics and of statistical processes, the professional development of teachers, particularly developing deeper understanding of mathematics through new technology, and the recruitment and retention of Maths teachers. She has authored three books and has contributed articles to many more books and journals.

John Mason has led the Centre for Mathematics Education in various capacities for fifteen years. His principal focus is thinking about mathematical problems, and supporting others who wish to foster and sustain their own thinking and the thinking of others. Other interests include the study of how authors have expressed to students their awareness of generality, especially in textbooks on the boundary between arithmetic and algebra, and ways of working on and with mental imagery in teaching mathematics.