The geometry in the modern world
Article Sidebar
Main Article Content
This work aims to trace a path through historical time to show how the capacity to symbolize of the human being was crucial to open the way to mathematical creativity. The capacity for symbolization is so rooted in our nature that different cultures, including the Greek, have felt the products of such capacity as tangible as material objects. This was the case for many centuries until the mid-nineteenth century, mathematical thought underwent a profound transformation that put at the center of the stage that what was symbolized was not external matter but basically human action from its perceptions. Then, mathematics ceased to be seen as a mirror of the material world. These epistemic transformations gravitate silently in the territories of mathematical education, and it is therefore necessary to bring them to light in order to illuminate the educational paths.
- Geometry
- History
- Symbolization
- Dynamic geometry
- Geogebra
Bonola, R. (1955). Non Euclidean Geometry: A Critical and Historical Study of its Development. New York: Dover.
Efimov, N.V. (1980). Higher Geometry. Moscow: Mir Publishers.
Greenberg, M. (1980). Euclidean and Non-Euclidean Geometry: Development and History. San Francisco: W.H. Freeman and Company.
Poincaré, H. (1905). Science and Hypothesis. New York: Walter Scott Publishing.
Wertsch, J. (1991). Voices of theMind. Harvard University Press.
Thom, R. (1972). ‘Modern mathematics: does it exist?’ in: Howson, A.G. (Ed.), Developments in Mathematical Education, Proceedings of ICMI 2, Cambridge University Press, 194-209.
Zeeman C. (1976). La destreza técnica equivale a dominar la complejidad, pero la creatividad equivale a dominar la simplicidad. Conferencia sobre Teoría de Catástrofes, Río de Janeiro, IMPA.
Downloads
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.