Abstract
This paper describes and analyses the iterative design and development of a computational context for non-euclidean geometry. Drawing on three episodes from the design process, the paper discusses the epistemological implications associated with interplay between learning hyperbolic geometry and context in which that learning takes place. In particular, it explores the ways in which learners can become designers of the computational context, and the designer can become a learner. The paper concludes with a discussion of the microworld paradigm in relation to what might be called ‘advanced’ mathematics.
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Stevenson, I. Modelling Hyperbolic Space: Designing a Computational Context for Learning Non-Euclidean Geometry. International Journal of Computers for Mathematical Learning 5, 143–167 (2000). https://doi.org/10.1023/A:1009802004645
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DOI: https://doi.org/10.1023/A:1009802004645