{"id":1777,"date":"2017-03-31T04:27:26","date_gmt":"2017-03-31T04:27:26","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1777"},"modified":"2017-04-06T18:24:29","modified_gmt":"2017-04-06T18:24:29","slug":"moreno-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/moreno-en\/","title":{"rendered":"The Encounter of Geometry with Learning"},"content":{"rendered":"

Luis Moreno-Armella<\/a>
\nRub\u00e9n Elizondo Ram\u00edrez<\/a><\/p>\n

Abstract:<\/strong> Conceiving of space as the space around us, and the inflexibility of
\nEuclidean geometry to analyze physical space for over 20 centuries led to a crisis
\nin the conception of mathematics. Eventually this created a tension between
\ncognition and logic. We explain how such developments challenge learning
\nparadigms and mathematical inquiry for learners today. We introduce this epistemological
\nanalysis to help us think about the nature of mathematical knowledge
\nand hence learning today. The direct correspondence between physical
\nspace and mathematical structure was broken after the discovery of non-Euclidean
\ngeometry. Similarly, this is what is occurring with the implementation of
\ndynamic mathematical environments that breaks the correspondence with static
\nmathematical objects.
\nWith our digital model of non-Euclidean geometry we focus on the affordances
\nof new technological environments and the knowing of mathematics
\nlearners. This illustrates a representational re-description of mathematics and
\nhow it can modify our natural ontology to accommodate change and
\nvariation.<\/p>\n

Keywords:<\/strong> epistemology, model, representation, intuition, learning.<\/p>\n

 <\/p>\n

\"\"<\/a>DOI: 10.24844\/EM2901.01<\/span><\/p>\n

Guardar<\/span><\/p>\n

Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Luis Moreno-Armella Rub\u00e9n Elizondo Ram\u00edrez Abstract: Conceiving of space as the space around us, and the inflexibility of Euclidean geometry to analyze physical space for over 20 centuries led to a crisis in the conception of mathematics. Eventually this created a tension between cognition and logic. We explain how such\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[236,570,529,477,296],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1777"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1777"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1777\/revisions"}],"predecessor-version":[{"id":1787,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1777\/revisions\/1787"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1777"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1777"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1777"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}