History of Teaching Geometry

Evelyne Barbin () and Marta Menghini ()
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Evelyne Barbin: University of Nantes, Laboratory LMJL UMR 6629 CNRS and IREM
Marta Menghini: University of Rome Sapienza

Chapter Chapter 23 in Handbook on the History of Mathematics Education, 2014, pp 473-492 from Springer

Abstract: Abstract Since the beginning of the transmission of geometric knowledge, two aspects of geometry have been present: the abstract “speculative” and the practical. These two aspects correspond to an essential dialectic in geometry teaching, between a deductive/rational science and a practical/intuitive one. In the nineteenth and twentieth centuries, the stress on the second aspect led to experimental geometry. After the work of Descartes, another tension concerned the solution of problems: between “pure” methods and methods coming from algebra or analysis. Attempts to find a new language for school geometry reached their apex when geometry was substituted by linear algebra in the 1960s.

Keywords: Nineteenth Century; Descriptive Geometry; Conic Section; Analytic Geometry; School Geometry (search for similar items in EconPapers)
Date: 2014
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DOI: 10.1007/978-1-4614-9155-2_23

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