(Dis)Orientation and Spatial Sense: Topological Thinking in the Middle Grades

Autor/inn/en	de Freitas, Elizabeth; McCarthy, MaryJean
Titel	(Dis)Orientation and Spatial Sense: Topological Thinking in the Middle Grades
Quelle	In: PNA, 9 (2014) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1886-1350
Schlagwörter	Middle School Students; Spatial Ability; Geometric Concepts; Perception; Case Studies; Orientation; Topology; Mathematics Instruction; Workshops; Nonverbal Communication; Motion; Interviews; New York + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Räumliches Vorstellungsvermögen; Elementare Geometrie; Wahrnehmung; Case study; Fallstudie; Case Study; Orientierung; Topologie; Mathematics lessons; Mathematikunterricht; Lernwerkstatt; Schulung; Non-verbal communication; Nonverbale Kommunikation; Bewegungsablauf; Interviewing; Interviewtechnik
Abstract	In this paper, we focus on topological approaches to space and we argue that experiences with topology allow middle school students to develop a more robust understanding of orientation and dimension. We frame our argument in terms of the phenomenological literature on perception and corporeal space. We discuss findings from a quasi-experimental study engaging 9 grades 5-8 students (10-13 years old) in a 6-week series of school-based workshops focused on knot theory. We discuss video data that shows how students engage with the intrinsic disorientation of mathematical knots through the use of gesture and movement. (As Provided).
Anmerkungen	Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01