Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator

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 th...

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Detalles Bibliográficos
Autores principales: Mamolo, Ami, Glynn-Adey, Parker
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2023
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10246523/
https://www.ncbi.nlm.nih.gov/pubmed/37361448
http://dx.doi.org/10.1007/s11858-023-01503-5
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author Mamolo, Ami
Glynn-Adey, Parker
author_facet Mamolo, Ami
Glynn-Adey, Parker
author_sort Mamolo, Ami
collection PubMed
description 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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spelling pubmed-102465232023-06-08 Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator Mamolo, Ami Glynn-Adey, Parker ZDM Original Paper 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. Springer Berlin Heidelberg 2023-06-07 /pmc/articles/PMC10246523/ /pubmed/37361448 http://dx.doi.org/10.1007/s11858-023-01503-5 Text en © FIZ Karlsruhe 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Mamolo, Ami
Glynn-Adey, Parker
Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title_full Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title_fullStr Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title_full_unstemmed Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title_short Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator
title_sort tangible connections within the mathematical horizon: exploring the dihedral calculator
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10246523/
https://www.ncbi.nlm.nih.gov/pubmed/37361448
http://dx.doi.org/10.1007/s11858-023-01503-5
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