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Tangible Connections within the Mathematical Horizon: Exploring the Dihedral Calculator

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Bibliographic Details
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
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  Data: 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."
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