PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Learning to Play Projective Geometry: An Embodied Approach to Undergraduate Geometry Learning
Page: 2-129
Research is beginning to investigate the role of embodiment in undergraduate mathematics education. This study builds on this intellectual trend by developing embodied theories of tool use in the context of an undergraduate geometry course. During this course, students explored the mathematics of projective geometry through (a) a designed object called Alberti’s Window, (b) a Geometer’s Sketchpad sketch, and (c) an art project inspired by the geometry of linear projection. This preliminary report relays early analyses of classroom and interview video recordings. The research team is analyzing the data from the emerging theoretical construct of a mathematical instrument, a material or semiotic object together with a diverse collection of perceptuomotor activities involved with its use. We explore how students come to coordinate multiple mathematical instruments in order to ‘play’ projective geometry. Audience discussion will address questions related to perception, embodiment, and mathematical art in relation to undergraduate geometry education.