ICT and Liminal Performative Space for Hyperbolic Geometry’s Teaching

Kotarinou, Panagiota; Stathopoulou, Charoula

doi:10.1007/978-3-319-51380-5_5

Cited by 3 publications

(9 citation statements)

References 12 publications

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“…Igualmente, en los argumentos cognitivos, estas geometrías favorecen en el profesorado una cultura geométrica (Coelho;Kotarinou;Stathopoulou, 2017;Pinto, 2013;Pinto;Carneiro, 2011;Pinto;Portella;Machado, 2017), una cultura matemática (Pinto;Carneiro, 2011) y una cultura científica (Kotarinou;Stathopoulou, 2017;Pinto;Carneiro, 2011). Refiriéndose a la posibilidad de que la suma de los ángulos internos de un triángulo pueda ser mayor o menor que 180°, Pinto y Carneiro (2011, p. 91, traducción propia) mencionan que "preguntas como éstas desarrollan procesos mentales en los estudiantes que les llevan a buscar mejorar su cultura geométrica durante su educación".…”

Section: Melvin Cruz Amaya; Gisela Montiel Espinosaunclassified

“…Por su parte, entre los argumentos contextuales, el conocimiento de las GNE favorece el cumplimiento del objetivo atribuido a la geometría, el desarrollo del pensamiento que permite tratar con nuestro entorno (Assis, 2017;Kotarinou;Stathopoulou, 2017;Santos, 2020;Santos;Souza, 2021a).…”

Section: Melvin Cruz Amaya; Gisela Montiel Espinosaunclassified

“…Por añadidura, responder a ese objetivo implica valorar las demandas de la ciencia actual que exige una descripción detallada del espacio, fortaleciendo la interdisciplinariedad en la formación docente Schuhmacher, 2014;Santos;Souza, 2021b). Por otro lado, cuando interactúan con las GNE, reconocen su papel en la explicación del espacio y aceptan las limitaciones de la geometría euclidiana al representar algunos fenómenos físicos (Kotarinou;Stathopoulou, 2017;Santos, 2020;Santos;Souza, 2021a;Soares et al, 2021).…”

Section: Melvin Cruz Amaya; Gisela Montiel Espinosaunclassified

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Non-Euclidean geometries in and for the mathematics teacher education: A literature review

Amaya,

Espinosa

2024

OlharProfr

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Science challenges the relevance of school geometry in its treatment of space. Therefore, the research discusses the incorporation of non-Euclidean geometries in the initial and continuing education of mathematics teachers. Hence, this literature review aims to synthesize and describe, in a broad and current range, the recent state of research in educational mathematics on these geometries in teacher education. To do this, we configured a method in three moments: the search, evaluation, selection, and organization of the sources found and reading, analyzing, and writing results. The results highlight a regional and temporal interest that prioritizes teaching practice. Furthermore, a deficit and prescriptive perspective of teachers' knowledge and a minority perspective of the teacher as a subject of knowledge are recognized. We conclude with the need for research on various phenomena, including Euclidean generalizations.

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Section: Melvin Cruz Amaya; Gisela Montiel Espinosaunclassified

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Non-Euclidean geometries in and for the mathematics teacher education: A literature review

Amaya,

Espinosa

2024

OlharProfr

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“…Specifically, in 1993 a research group reports the exploration of hyperbolic geometries employing software tools [14]. A very recent book, Chapter in Mathematics and Technology [15], reports on progresses in teaching hyperbolic geometries by means of the same software of [14] and modern pedagogical resources such as the Drama in Education method. In [16] an experimental program is reported to improve teachers' understanding of Euclid's geometry by confronting them with Taxicab and Spherical geometries.…”

Section: State Of the Artmentioning

confidence: 99%

The Mental Telescope: Understanding the Geometry of Euclid by Learning the Non-Euclidean Geometry

Benvenuti¹,

Cardinali²

2018

INTED Proceedings

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“…We started with the plane and spherical surface because these surfaces are familiar from primary school and everyday experience. Later, one could add hyperbolic geometry, as different concepts about the plane and sphere can only really be understood when compared with this third type of geometry (Kotarinou & Stathopoulou, 2017).…”

Section: Introductionmentioning

confidence: 99%

Five Years of Comparison Between Euclidian Plane Geometry and Spherical Geometry in Primary Schools: An Experimental Study

Gambini

2021

EUR J SCI MATH ED

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We present the result of an eight-year didactic experiment in two primary school classes involving comparative geometry activities: a comparison between Euclidean plane geometry and spherical geometry that took place over five years. Following the didactic experiment, three years on from the end of the experiment, final questionnaires were administered and codified in order to evaluate the project's effect on the pupils' school performance and attitude, especially with regard to mathematics.

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ICT and Liminal Performative Space for Hyperbolic Geometry’s Teaching

Cited by 3 publications

References 12 publications

Non-Euclidean geometries in and for the mathematics teacher education: A literature review

Non-Euclidean geometries in and for the mathematics teacher education: A literature review

The Mental Telescope: Understanding the Geometry of Euclid by Learning the Non-Euclidean Geometry

Five Years of Comparison Between Euclidian Plane Geometry and Spherical Geometry in Primary Schools: An Experimental Study

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