Projective geometry and spatial reasoning for STEM learning

被引：0

作者：

Thom, Jennifer S. ^{[1
]}

McGarvey, Lynn M. ^{[2
]}

Markle, Josh ^{[1
,2
]}

机构：

[1] Univ Victoria, Fac Educ Curriculum & Instruct, Victoria, BC, Canada

[2] Univ Alberta, Fac Educ, Edmonton, AB, Canada

来源：

FRONTIERS IN EDUCATION | 2024年 / 9卷

关键词：

projective geometry; spatial reasoning; STEM learning; mathematics education; elementary geometry; SPACE; MATHEMATICS; EDUCATION; ABILITY;

D O I：

10.3389/feduc.2024.1312845

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Projective geometry is a prominent area in many fields including art, design, architecture, and mathematics, but how it can contribute to children's spatial reasoning as well as a supplementary geometry to that of Euclid's in school mathematics curricula raises the need for further consideration. With emphasis on the dynamic relationship between 2D and 3D objects, projective geometry not only offers important concepts but a meaningful context in which to develop spatial reasoning for STEM learning. In this article, we overview spatial reasoning as it relates to STEM and in particular, mathematics. Making a case for projective geometry, we present activities for the classroom, demonstrating how this mathematics topic connects to and opens new possibilities to promote spatial reasoning for STEM learning in the elementary grades.

引用

页数：5

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