In this paper. a teaching path on non-Euclidean geometry focused on the Poincart-disk model, and its connection with art is shown. We consider us artistic contents the Escher's hyperbolic art and some paradoxes on Magrine's work. The mathematical aspects are illustrated thanks to a Dynamic Geometry System (GeoGebra) implemented with a laboratory methodology in a Vygotskijan perspective. The use of the artefact (the DGS) is crucial to build mathematical concepts starting by artistic objects. The path was experimented with inmates in a high security prison and with University students. Some comments on the first experimentation are given.
Non-Euclidean Geometry with Art by Means of GeoGebra
Taranto, Eugenia
2019-01-01
Abstract
In this paper. a teaching path on non-Euclidean geometry focused on the Poincart-disk model, and its connection with art is shown. We consider us artistic contents the Escher's hyperbolic art and some paradoxes on Magrine's work. The mathematical aspects are illustrated thanks to a Dynamic Geometry System (GeoGebra) implemented with a laboratory methodology in a Vygotskijan perspective. The use of the artefact (the DGS) is crucial to build mathematical concepts starting by artistic objects. The path was experimented with inmates in a high security prison and with University students. Some comments on the first experimentation are given.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
