A case example of insect gymnastics:: how is non-Euclidean geometry learned?

• Autores: Premalatha Junius
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 39, Nº. 8, 2008, págs. 987-1002
• Idioma: inglés
• DOI: 10.1080/00207390802136529
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• Resumen

  • The focus of the article is on the complex cognitive process involved in learning the concept of 'straightness' in Non-Euclidean geometry. Learning new material is viewed through a conflict resolution framework, as a student questions familiar assumptions understood in Euclidean geometry. A case study reveals how mathematization of the straight line concept in Euclidean and Non-Euclidean geometry emerges through the use of analogy, imagination and motion, moving the student from an extrinsic view to an intrinsic view, thus providing a psychological account of how students learn a new geometry. Practical implications for mathematics education are provided.