Biblioteca Digital de VanguardiaDifficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
The aim of this article is to describe the difficulties and barriers presented by a group of Junior School Math teachers during an introductory course on Hyperbolic Geometry. Forty-one Math teachers participated in this research, from cities in the northern region of the state of Paraná, Brazil. A...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2014
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646565 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67399 |
| Sumario: | The aim of this article is to describe the difficulties and barriers presented by a group of Junior School Math teachers during an introductory course on Hyperbolic Geometry. Forty-one Math teachers participated in this research, from cities in the northern region of the state of Paraná, Brazil. A mini-course was taught about Hyperbolic Geometry, specifically on Poincaré´s Model and GeoGebra, to obtain data for current research. Teachers´ discourses and activities were recorded for this purpose. From this analysis, it must be highlighted that difficulties and barriers to comprehend basic concepts of Hyperbolic Geometry are related to the representations of geometrical objects in this type of Geometry, as well as to the 'contamination' that Euclidean Geometry provides on learning Hyperbolic Geometry. It was also observed two epistemological barriers: general and verbal. |
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