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- W4387683338 abstract "In this study, mathematical analysis is conducted by focusing to the 'size' of the 'point' and the 'line'. The textbook descriptions of the 'point' and the 'line' in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum and US geometry textbooks were compared and analyzed between. First, as a result of mathematical analysis of' 'the size of a point and a segment', it was found that the mathematical perspectives could be different according to 1) the size of a point is based on the recognition and exclusion of 'infinitesimal', and 2) the size of the segment is based on the 'measure theory' and 'set theory'. Second, as a result of analyzing textbook descriptions of the 'point' and the 'line', 1) in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum, after presenting a learning activity that draws a point with 'physical size' or line, it was developed in a way that describes the 'relationship' between points and lines, but 2) most of the US geometry textbooks introduce points and lines as 'undefined terms' and explicitly states that 'points have no size' and 'lines have no thickness'. Since the description of points and lines in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum may potentially generate mathematical intuitions that do not correspond to the perspective of Euclid geometry, this study suggest that attention is needed in the learning process about points and lines." @default.
- W4387683338 created "2023-10-17" @default.
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- W4387683338 date "2021-03-31" @default.
- W4387683338 modified "2023-10-17" @default.
- W4387683338 title "Mathematical analysis and textbooks analysis for teaching of 'point' and 'line' corresponding to the Euclid geometry perspective" @default.
- W4387683338 doi "https://doi.org/10.30807/ksms.2021.24.1.003" @default.
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