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A mathematical and didactical analysis of the concept of orientation
Published:
2006-06-01
https://doi.org/10.5485/TMCS.2006.0108
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Copyright (c) 2006 Eszter Kónya
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Kónya, E. (2006). A mathematical and didactical analysis of the concept of orientation. Teaching Mathematics and Computer Science, 4(1), 111-130. https://doi.org/10.5485/TMCS.2006.0108
Abstract
The development of spatial ability, in particular the development of spatial orientation is one of the aims of mathematics education.
In my work, I examine the concept of orientation, especially concepts of between, left, right, below, above, front, back, clockwise and anticlockwise. I analyze answers given for a simple orientation task prepared for elementary school pupils. I would like to call attention to the difficulties pupils have even in case of solving simple orientation problems.
We have different ways to know more about the crucial points of a concept, especially of the concept of orientation. In this study I bring out one of them. I analyze and make some didactical conclusions about the origin and the axiomatic structure of orientation.
In my work, I examine the concept of orientation, especially concepts of between, left, right, below, above, front, back, clockwise and anticlockwise. I analyze answers given for a simple orientation task prepared for elementary school pupils. I would like to call attention to the difficulties pupils have even in case of solving simple orientation problems.
We have different ways to know more about the crucial points of a concept, especially of the concept of orientation. In this study I bring out one of them. I analyze and make some didactical conclusions about the origin and the axiomatic structure of orientation.