Abstrakt
Dynamic models have become common in mathematics classrooms. However, their use is often limited to work in plane.
This despite the fact that modern technology offers the possibility to work in space. The author presents the potential that 3D projections using anaglyphs offer when teaching geometry in space.
He builds on his experience from work with a dynamic geometry programme as well as from his experience from pre-service mathematics teacher education. Solid geometry is one of the fundamental parts of mathematics.
The ability to solve geometrical problems is closely connected to spatial imagination. Currently we can observe that pupils and students at all school levels find it more and more difficult to solve spatial problems, as they cannot visualize, make a mental image of the situation.
Contemporary children do not manipulate with objects as much as children did in the past and thus lack a sufficient idea of their properties and behaviour. This paper presents those functions of a freeware dynamic geometry programme - GeoGebra that allow 3D projections using anaglyphs.
Anaglyphs have been known since mid-19th century. The first learning materials using anaglyphs were published decades ago.
Despite this these tools have not become widespread. One of the reasons might be that teachers and learners were confined to the use of ready-made materials that could not be modified.
Teachers also could not create materials on their own. Thanks to dynamic geometry programmes this is no longer true.
Teachers and pupils now have the chance not only to create their own anaglyphic images and films but also to manipulate with the created objects - to view them in space, rotate them and change their properties in real time by manipulating parameters. The aim of this paper is to point out some possibilities these technologies have for mathematics and mathematics teacher education.
The paper presents different types of using anaglyphs in mathematics classrooms.