TEACHING EUCLIDEAN GEOMETRY AND INTRODUCING SOME NON-EUCLIDEAN GEOMETRIES: ENHANCING HIGH SCHOOL STUDENT ENGAGEMENT
https://doi.org/10.5281/zenodo.14235584
Keywords:
Engagement, Euclidean, curriculum inclusion, high school students, non-Euclidean, mathematics educationAbstract
This study explores the impact of introducing non-Euclidean concepts within a high school Euclidean geometry curriculum to enhance student engagement and deepen understanding. By examining student behaviors and responses to non-Euclidean examples, we aim to assess the effectiveness of incorporating diverse geometric perspectives. The study employed a mixed-methods approach, with qualitative observations and quantitative assessments, to evaluate student engagement and comprehension changes. Findings indicate that integrating non-Euclidean geometries can foster curiosity and critical thinking, enriching the learning experience.
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