Non-euclidean geometry and its possible role in the secondary school mathematics syllabus
| Autor: | Fish, Washiela |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 1996 |
| Předmět: |
Euclidean geometry
Parallel postulate non-Euclidean geometry Mathematical-historical aspects Hyperbolic geometry Consistency Poincare model Philosophical implications Senior secondary mathematics syllabus Teaching-learning problems in geometry Misconceptions about mathematics Van Hiele model of development in geometry Mathematical competency of teachers Pre-assessment strategies Teaching-learning strategies Evaluation strategies 516.9 Mathematics Study and teaching (Secondary) Geometry |
| Druh dokumentu: | Dissertation |
| Popis: | There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. Mathematics Education M. Sc. (Mathematics) |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|