Project - Co-ordinate Geometry : Introduction
Equations are just the boring part of mathematics. I attempt to see things in terms of geometry – Stephen Hawking
Equations are just the boring part of mathematics. I attempt to see things in terms of geometry – Stephen Hawking
Essential Question: How to use art to explore co-ordinate geometry ?
Project on co-ordinate geometry was small and basically focused on developing mathematical concepts in a classroom environment.
Often in classroom teaching co-ordinate geometry and its properties are discussed/shown as an application in air trafficking to ocean navigation, in construction of building, two/three-dimension co-ordinate geometry used in graphic designing and its integration within vectors. This project was designed keeping in mind to supplement the understanding of concepts of co-ordinate geometry just beyond syllabus.
Translation was the key point that I intended to introduce through this project on co-ordinate geometry. Grade 10 students moving to grade 11 had some background knowledge of Cartesian co-ordinate system and were familiar with plotting points on a grid system. They knew how to find distance and slope between group of points.
Objective of this project was to understand the relationships among the numbers on a grid system. Students should be able to analyze characteristics of a point when an origin is shifted with respect to given/original origin. They should be able to visualize and use spatial intelligence. Students should develop the competency enough to apply the knowledge of transformation to novel mathematical situation…
Dr. Gerald Grow describes the phenomenon this way:
The spatial intelligence manifests in a variety of ways. Transforming mental images is a spatial skill that engineers and designers depend on. When a hiker pauses with map and compass, it is the spatial intelligence that conceptualizes the path. Through the spatial sense, a painter "feels" the tension, balance and composition of a painting. Spatial ability is also "the more abstract intelligence of a chess master, a battle commander, or a theoretical physicist" (194), as well as the familiar ability to recognize objects, faces, and details.. .
www.longleaf.net/ggrow/7In/Spatial.html
Often in classroom teaching co-ordinate geometry and its properties are discussed/shown as an application in air trafficking to ocean navigation, in construction of building, two/three-dimension co-ordinate geometry used in graphic designing and its integration within vectors. This project was designed keeping in mind to supplement the understanding of concepts of co-ordinate geometry just beyond syllabus.
Translation was the key point that I intended to introduce through this project on co-ordinate geometry. Grade 10 students moving to grade 11 had some background knowledge of Cartesian co-ordinate system and were familiar with plotting points on a grid system. They knew how to find distance and slope between group of points.
Objective of this project was to understand the relationships among the numbers on a grid system. Students should be able to analyze characteristics of a point when an origin is shifted with respect to given/original origin. They should be able to visualize and use spatial intelligence. Students should develop the competency enough to apply the knowledge of transformation to novel mathematical situation…
Dr. Gerald Grow describes the phenomenon this way:
The spatial intelligence manifests in a variety of ways. Transforming mental images is a spatial skill that engineers and designers depend on. When a hiker pauses with map and compass, it is the spatial intelligence that conceptualizes the path. Through the spatial sense, a painter "feels" the tension, balance and composition of a painting. Spatial ability is also "the more abstract intelligence of a chess master, a battle commander, or a theoretical physicist" (194), as well as the familiar ability to recognize objects, faces, and details.. .
www.longleaf.net/ggrow/7In/Spatial.html