Tangible Topology through the Lens of Limits

Autor/inn/en	Shipman, Barbara A.; Stephenson, Elizabeth R.
Titel	Tangible Topology through the Lens of Limits
Quelle	In: PRIMUS, 32 (2022) 5, S.593-609 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stephenson, Elizabeth R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2021.1872750
Schlagwörter	Mathematics Instruction; College Mathematics; Undergraduate Students; Topology; Abstract Reasoning; Mathematical Logic; Mathematical Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Topologie; Abstraktes Denken; Denken; Mathematical logics; Mathematische Logik; Concept learning; Begriffsbildung
Abstract	Point-set topology is among the most abstract branches of mathematics in that it lacks tangible notions of distance, length, magnitude, order, and size. There is no shape, no geometry, no algebra, and no direction. Everything we are used to visualizing is gone. In the teaching and learning of mathematics, this can present a conundrum. Yet, this very property makes point set topology perfect for teaching and learning abstract mathematical concepts. It clears our minds of preconceived intuitions and expectations and forces us to think in new and creative ways. In this paper, we present guided investigations into topology through questions and thinking strategies that open up fascinating problems. They are intended for faculty who already teach or are thinking about teaching a class in topology or abstract mathematical reasoning for undergraduates. They can be used to build simple to challenging projects in topology, proofs, honors programs, and research experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01