A Case Example of Insect Gymnastics: How Is Non-Euclidean Geometry Learned?

Autor/in	Junius, Premalatha
Titel	A Case Example of Insect Gymnastics: How Is Non-Euclidean Geometry Learned?
Quelle	In: International Journal of Mathematical Education in Science and Technology, 39 (2008) 8, S.987-1002 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Cognitive Processes; Geometry; Mathematics Instruction; Case Studies; Geometric Concepts; Psychological Patterns; Learning Processes; College Mathematics; College Students; Prior Learning; Motion; Definitions; Problem Solving; Conflict + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Geometrie; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Elementare Geometrie; Learning process; Lernprozess; Collegestudent; Vorkenntnisse; Bewegungsablauf; Begriffsbestimmung; Problemlösen; Konflikt
Abstract	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. (Contains 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10