Abstract
This article aimed to revise geometric thinking from the perspective of genre theory. We first criticize the following properties of geometric thinking through recent research findings of conceptual development: hierarchy, concrete-abstract formation, and generalization. Then we discuss genre theory and explore its three main points: social cultural emphasis, language/instrument system, and knowledge being mediated by genre. We then conclude some possibilities about geometric thinking under genre theory: 1. The levels of hierarchical structure might be learners’ operation on different genres, 2. Learners might grasp operations on different genres simultaneously, 3. Different genres produce different implicit rules and might lead different geometric learning strategies, and 4. Geometric teaching strategies might have changed according to different genres. Genre theory may serve as another perspective to approach geometric thinking.
| Keywords: | hierarchical view in conceptual development; genre theory; geometric thinking; situated cognition |
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