Abstract
This paper presents a study, which is an extension of the research done by the first author on the elliptic paraboloid, and which is oriented to mathematics teaching to 17- to 19-year-olds architecture students. The first part presents a study of the graphic representation, modifications and apprehensions of the dynamic graphic register of the elliptic paraboloid when students interact with digital technology. The second part presents a device (sequence of tasks) that allows to the students articulating the apprehensions of the dynamic graphic register, as well as does the connection between mathematics, art and architecture, specifically in architectural constructions where these mathematical notions are present.
Highlights
This paper presents a study, which is an extension of the research done by the first author on the elliptic paraboloid, and which is oriented to mathematics teaching to 17to 19-year-olds architecture students
The first part presents a study of the graphic representation, modifications and apprehensions of the dynamic graphic register of the elliptic paraboloid when students interact with digital technology
The research done by Peñaloza (2016) shows that, when students in higher education start studying analytic geometry, they present difficulties of algebraic nature related to elemental arithmetic operations, falling into algebraic and graphic representations of the different mathematical objects they study, the elliptic paraboloid
Summary
Different researches carried out in the area of Mathematics Education, such as those of Peñaloza (2016), Salazar and Almouloud (2015), Ingar (2014), Salazar, Gaita and Saravia (2013), López and Anido (2004), among others, address graphic representations through of Dynamic Representation Environments (DRE) as technological means and aspects from the Theory of Registers of Semiotic Representation as a theoretical framework of study, which provides theoretical tools to understand the strategies that students develop when representing surfaces. The research done by Peñaloza (2016) shows that, when students in higher education start studying analytic geometry, they present difficulties of algebraic nature related to elemental arithmetic operations, falling into algebraic and graphic representations of the different mathematical objects they study, the elliptic paraboloid. It is important to evidence the importance of geometry in architecture and art, which we will detail in the following lines
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