CREATIVITY AND SPATIAL SKILLS IN SOLID GEOMETRY AND PLANE GEOMETRY IN PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Maria Kmetova ◽  
Zuzana Nagyová-Lehocká ◽  
Tibor Szabó
1870 ◽  
Vol 18 (114-122) ◽  
pp. 122-123

I submit to the Society the present exposition of some of the elementary principles of an Abstract m -dimensional geometry. The science presents itself in two ways,—as a legitimate extension of the ordinary two- and threedimensional geometries; and as a need in these geometries and in analysis generally. In fact whenever we are concerned with quantities connected together in any manner, and which are, or are considered as variable or determinable, then the nature of the relation between the quantities is frequently rendered more intelligible by regarding them (if only two or three in number) as the coordinates of a point in a plane or in space; for more than three quantities there is, from the greater complexity of the case, the greater need of such a representation; but this can only be obtained by means of the notion of a space of the proper dimensionality; and to use such representation, we require the geometry of such space. An important instance in plane geometry has actually presented itself in the question of the determination of the curves which satisfy given conditions: the conditions imply relations between the coefficients in the equation of the curve; and for the better understanding of these relations it was expedient to consider the coefficients as the coordinates of a point in a space of the proper dimensionality. A fundamental notion in the general theory presents itself, slightly in plane geometry, but already very prominently in solid geometry; viz. we have here the difficulty as to the form of the equations of a curve in space, or (to speak more accurately) as to the expression by means of equations of the twofold relation between the coordinates of a point of such curve. The notion in question is that of a k -fold relation,—as distinguished from any system of equations (or onefold relations) serving for the expression of it,—and giving rise to the problem how to express such relation by means of a system of equations (or onefold relations). Applying to the case of solid geometry my conclusion in the general theory, it may be mentioned that I regard the twofold relation of a curve in space as being completely and precisely expressed by means of a system of equations (P = 0, Q = 0, . . T = 0), when no one of the func ions P, Q, ... T, as a linear function, with constant or variable integral coefficients, of the others of them, and when every surface whatever which passes through the curve has its equation expressible in the form U = AP + BQ ... + KT., with constant or variable integral coefficients, A, B ... K. It is hardly necessary to remark that all the functions and coefficients are taken to be rational functions of the coordinates, and that the word integral has reference to the coordinates.


1932 ◽  
Vol 25 (4) ◽  
pp. 204-208
Author(s):  
C. C. Pruitt

Probably no subject in the high school curriculum is receiving more attention today than that of plane geometry in the tenth grade. Much of this attention is directed towards the possibility of fusing plane and solid geometry into one course. From this situaation, one would infer that all is not well in either the field of plane geometry or that of solid, with probability in both. I think all teachers of mathematics in the senior high school are agreed that the teaching of plane geometry has not advanced to the point where we are satisfied with the results obtained.


Apeiron ◽  
2013 ◽  
Vol 46 (3) ◽  
pp. 244-269
Author(s):  
Ernesto Paparazzo

Abstract The present article investigates a passage of the Timaeus in which Plato describes the construction of the pyramid. Scholars traditionally interpreted it as involving that the solid angle at the vertex of the pyramid is equal, or nearly so, to 180°, a value which they took to be that of the most obtuse of plane angles. I argue that this interpretation is not warranted, because it conflicts with both the geometrical principles which Plato in all probability knew and the context of the Timaeus. As well as recalling the definitions and properties of plane angles and solid angles in Euclid’s Elements, I offer an alternative interpretation, which in my opinion improves the comprehension of the passage, and makes it consistent with both the immediate and wider context of the Timaeus. I suggest that the passage marks a transition from plane geometry to solid geometry within Plato’s account of the universe.


1923 ◽  
Vol 16 (7) ◽  
pp. 421-424
Author(s):  
Louis A. McCoy

Shall we have a general course in mathematics for the first two years in high school, or shall we stick to the time-honored one year of algebra and one year of plane geometry? By the general course we mean a course, unified as far as possible from the standpoint of subject-matter, coherently connected, and consisting of some arithmetic, some algebra, some plane geometry, a little solid geometry, and the idea and the use of the function in numerical trigonometry. If there be any justification for such a course, it must be that it can do more for a pupil, give him better equipment, and more power, so that he can take his place as an intelligent member of the community if he should leave school, or be a greater aid to him should he continue his school work in preparation for college.


1944 ◽  
Vol 37 (2) ◽  
pp. 81-83
Author(s):  
Burr D. Coe

Elementary algebra, plane geometry, intermediate algebra, plane and spherical trigonometry, solid geometry, and advanced algebra are all being studied in the same room at the same time. Sounds something like a one-room country school, doesn't it? This is being done by a group of mentally superior pupils in two ungraded classes (taught by the writer) at Monroe High School.


1929 ◽  
Vol 22 (8) ◽  
pp. 487-488
Author(s):  
Dunham Jackson

A proposal bas been made to the College Entrance Examination Board that it should modify its requirements so as to bring about the more extensive introduction of courses including an appreciable amount of solid geometry in the first year of geometry, in place of a part of the plane geometry ordinarily taught. In response to a request from the Board, a committee has been appointed by the Mathematical Associntion of America and the National Council of Teachers of Mathematics to discuss the feasibility of the proposal.


1931 ◽  
Vol 24 (5) ◽  
pp. 298-302

Early in 1929 a committee was appointed jointly by the Mathematical Association of America and the National Council of Teachers of Mathematics, to study the feasibility of a proposal that college entrance requirements in geometry should be modified so as to bring about the more extensive introduction of courses including the essentials of plane and solid geometry in a single year's work, in place of the traditional year of plane geometry. The Committee begs leave to report as follows:


1959 ◽  
Vol 52 (7) ◽  
pp. 546-548
Author(s):  
Dwaine E. Small

If solid geometry is to be taught with plane geometry rather than as a separate subject, what topics should be retained?


Author(s):  
Sefriana Dyah Purborini ◽  
Ratri Candra Hastari

Spatial ability is important in studying the solid geometry. A person who has good spatial skills will easily imagine objects in three dimensions. Factors that influence the different strength of students one of which is the gender difference. This study aims to analyze students' spatial skills judging from the student gender differences. This research is descriptive qualitative that is collecting data in the form of description or sentence. The approach of this research is a qualitative approach. Research subjects in this study consisted of 4 students of class VIII C SMP Negeri 2 Trenggalek. The technique of collecting data of this research is observation, test, and interview. Test results and interviews are analyzed based on the spatial ability, they are the ability of imagination, conceptualization, problem-solving, and pattern searching. The results showed that: male students (1) able to solve the problem using the help of images and illustrate the solution; (2) able to connect data that is known to the concept possessed; (3) able to see problems from different angles; and (4) able to find patterns in solving problems. While female students showed: (1) able to solve the problem using the help of images; (2) able to mention known concepts.Key Word: Gender, Polyhedron, Spatial Ability


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