That students find geometry proofs difficult is well known. In Singapore, the difficulty is accentuated by other inherent curricular and historical factors. In this paper, we discuss the journey and learning points of a Lesson Study team that focused on designing and implementing a module to Year 9 students on introduction to geometrical proofs. The general approach was that of background/foreground: using students' previous knowledge of geometry as background to foreground the idea of proof in the module.
展开▼
