Tangible Connections within the Mathematical Horizon: Exploring the Dihedral Calculator
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| Title: | Tangible Connections within the Mathematical Horizon: Exploring the Dihedral Calculator |
|---|---|
| Language: | English |
| Authors: | Mamolo, Ami, Glynn-Adey, Parker |
| Source: | ZDM: Mathematics Education. Aug 2023 55(4):793-805. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Education, Elementary School Mathematics, Calculators, Geometry, Spatial Ability, Mathematics Skills, Algebra, Mathematical Models, Visualization |
| DOI: | 10.1007/s11858-023-01503-5 |
| ISSN: | 1863-9690 1863-9704 |
| Abstract: | We report on a group theory activity in which learners explored dihedral symmetries through a tangible geometric model. This approach has historical roots in the work of Felix Klein's Erlangen Program and his "Elementary Mathematics from an Advanced Standpoint." We situate our study with respect to this history as well as current educational research in spatial visual reasoning, abstract algebra, and teacher knowledge. Our findings highlight opportunities that tangible geometric models can provide for fostering structural and interconnected understanding characteristic of teachers' "knowledge at the mathematical horizon." |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1385045 |
| Database: | ERIC |
| Abstract: | We report on a group theory activity in which learners explored dihedral symmetries through a tangible geometric model. This approach has historical roots in the work of Felix Klein's Erlangen Program and his "Elementary Mathematics from an Advanced Standpoint." We situate our study with respect to this history as well as current educational research in spatial visual reasoning, abstract algebra, and teacher knowledge. Our findings highlight opportunities that tangible geometric models can provide for fostering structural and interconnected understanding characteristic of teachers' "knowledge at the mathematical horizon." |
|---|---|
| ISSN: | 1863-9690 1863-9704 |
| DOI: | 10.1007/s11858-023-01503-5 |
