Contribution of geometry to the goals of education in mathematics

Abstract

Through visualisation, geometry can mediate understanding of some demanding arithmetic and algebraic concepts, relationships, processes and situations for pupils. This thesis is explained by the method of genetic parallel and of a didactic analysis of two educationally interesting problem situations.

Theoretical considerations are illustrated by several real experiences. Suggestions for the application of theoretical results are given in conclusions.

Keywords

• method of genetic parallel
• language of arithmetic and algebra
• shaped psephophory
• the language of geometry
• visualisation
• gnomon
• discovery
• proof
• process
• concept