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On the mutual relationship of different construction tools and mathematical concepts

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Bibliographische Detailangaben
Titel: On the mutual relationship of different construction tools and mathematical concepts
Autoren: Sauerwein, Marc
Weitere Verfasser: Spagnolo, Camilla
Verlagsinformationen: 2025.
Publikationsjahr: 2025
Schlagwörter: development of mathematical language, planar geometry, [SHS.EDU] Humanities and Social Sciences/Education, mathematical notions/concept, Subject-matter didactics, [MATH] Mathematics [math]
Beschreibung: For many reasons, straightedge and compass have been regarded as the classic construction tools of geometry since Euclid's Elements. With increasing experience, their use becomes decoupled from the direct construction activities with straightedge and compass. If this decoupling process is not given space in geometry lessons, there is a risk that pupils will not recognise the underlying structures and will not be able to use individual standard constructions in a meaningful and relevant way to solve geometric questions. The article would therefore like to start before this abstraction process and focus on different construction methods in order to show how the respective construction could shape the view on the geometric object. The interplay of different construction methods in geometry lessons can create opportunities that can be beneficial for both conceptual and language development in geometry lessons.
Publikationsart: Conference object
Dateibeschreibung: application/pdf
Sprache: English
Zugangs-URL: https://hal.science/hal-05199694v1
Dokumentencode: edsair.od.......177..121ece1d17bb56f07d5b630f9faa1eea
Datenbank: OpenAIRE
Beschreibung
Abstract:For many reasons, straightedge and compass have been regarded as the classic construction tools of geometry since Euclid's Elements. With increasing experience, their use becomes decoupled from the direct construction activities with straightedge and compass. If this decoupling process is not given space in geometry lessons, there is a risk that pupils will not recognise the underlying structures and will not be able to use individual standard constructions in a meaningful and relevant way to solve geometric questions. The article would therefore like to start before this abstraction process and focus on different construction methods in order to show how the respective construction could shape the view on the geometric object. The interplay of different construction methods in geometry lessons can create opportunities that can be beneficial for both conceptual and language development in geometry lessons.