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When Topology Deceives: Structural Covariational Surprise in Understanding Metric-Dependent Homeomorphisms through Digital Collaboration.

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Title: When Topology Deceives: Structural Covariational Surprise in Understanding Metric-Dependent Homeomorphisms through Digital Collaboration.
Authors: Miranda, Annamaria1 amiranda@unisa.it
Source: International Journal for Technology in Mathematics Education. 2026, Vol. 33 Issue 2, p37-45. 9p.
Subject Terms: *Group work in education, *Mathematics education, Homeomorphisms, Euclidean metric, Topology, Spherical projection
Abstract: We investigate how undergraduate mathematics students develop understanding of homeomorphism through theoretical covariational thinking and metaphorical reasoning. Thirty second-year geometry students at a southern Italian university explored stereographic projections using Euclidean and Taxicab metrics, mediated by GeoGebra. Students discovered that while Euclidean stereographic projection constitutes a homeomorphism, the Taxicab counterpart does not, despite both metrics inducing identical topologies. Through collaborative "Geometric Thinking Groups", students experienced 'structural covariational surprise', a productive cognitive conflict arising from unexpected patterns in how metric and topological structures covary. GeoGebra functioned as a cognitive partner enabling dynamic mathematical experimentations. Data analysis reveals how digital tools facilitate coordination of visualgeometric and formal-analytical thinking, leading to understanding of the interplay between metric structure, topological structure, and homeomorphic behaviour. Findings show how theoretical covariation, supported by conceptual metaphors and digital mediation, develops advanced mathematical concepts while revealing distinctions between topological equivalence and metric-dependent homeomorphic behaviours. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+Technology+in+Mathematics+Education%22">International Journal for Technology in Mathematics Education</searchLink>. 2026, Vol. 33 Issue 2, p37-45. 9p.
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  Data: We investigate how undergraduate mathematics students develop understanding of homeomorphism through theoretical covariational thinking and metaphorical reasoning. Thirty second-year geometry students at a southern Italian university explored stereographic projections using Euclidean and Taxicab metrics, mediated by GeoGebra. Students discovered that while Euclidean stereographic projection constitutes a homeomorphism, the Taxicab counterpart does not, despite both metrics inducing identical topologies. Through collaborative "Geometric Thinking Groups", students experienced 'structural covariational surprise', a productive cognitive conflict arising from unexpected patterns in how metric and topological structures covary. GeoGebra functioned as a cognitive partner enabling dynamic mathematical experimentations. Data analysis reveals how digital tools facilitate coordination of visualgeometric and formal-analytical thinking, leading to understanding of the interplay between metric structure, topological structure, and homeomorphic behaviour. Findings show how theoretical covariation, supported by conceptual metaphors and digital mediation, develops advanced mathematical concepts while revealing distinctions between topological equivalence and metric-dependent homeomorphic behaviours. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2026
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