Author： Junius Premalatha
Publisher： Taylor & Francis Ltd
ISSN： 1464-5211
Source： International Journal of Mathematical Education in Science and Technology, Vol.39, Iss.8, 2008-12, pp. : 987-1002
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Abstract
The focus of the article is on the complex cognitive process involved in learning the concept of 'straightness' in Non-Euclidean geometry. Learning new material is viewed through a conflict resolution framework, as a student questions familiar assumptions understood in Euclidean geometry. A case study reveals how mathematization of the straight line concept in Euclidean and Non-Euclidean geometry emerges through the use of analogy, imagination and motion, moving the student from an extrinsic view to an intrinsic view, thus providing a psychological account of how students learn a new geometry. Practical implications for mathematics education are provided.
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