9/13/2023 0 Comments U of m non euclidean geometry![]() Esse pequeno detalhe sob o ponto de vista matemático, apresenta grandes diferenças, principalmente nas figuras geométricas que estão relacionadas à distância. Enquanto que, na Geometria Euclidiana, a distância entre dois pontos é o comprimento do segmento de reta que os une, podendo ser obtida com o auxílio do Teorema de Pitágoras, na Geometria do Táxi, a distância entre dois pontos é o comprimento do menor caminho percorrido por linhas horizontais e verticais de um ponto a outro. A Geometria do Táxi é uma geometria muito semelhante à Geometria Euclidiana, diferindo desta apenas pela definição de distância. Resumo: Neste trabalho apresentamos o estudo sobre a Geometria do Táxi, uma Geometria não-Euclidiana de fácil compreensão e muito próxima do cotidiano das pessoas, uma vez que tem uma ampla gama de aplicações em situações relacionadas à geografia urbana. These new analytical approaches could be powerful tools for solving future and as yet unforeseen implementation problems.ĭissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática Estatística e Computação Científica These include facilities for dynamically altering on-screen geometry as well as using multiple viewports to allow the user to interact with the same objects embedded in different geometries. The analytic approaches developed not only successfully solved these problems but pointed the way to implementing other unplanned features. Their derivation was motivated by the need to successfully solve key implementation problems relating to navigation and in-scene mouse interaction. This thesis provides new analytical tools for determining the nature of this relationship. However, the relationship between the bivector generated transformations of the Minkowski modelling space and the geometric transformations they induce is extremely obscure. These induce geometric transformations in the embedded non Euclidean spaces. Transformations in conformal space are generated by bivectors which are special elements of the geometric algebra. The key advantage of the conformal model is that both Euclidean and non- Euclidean spaces are accommodated within it. Also, standard matrix algebra is replaced by geometric ( i.e. The conformal model of space extends the standard projective model – instead of adding just one extra dimension to standard Euclidean space, a second one is added that results in a Minkowski space similar to that of relativistic spacetime. This research interprets and develops the 'conformal model of space' in a way appropriate for a graphics developer interested in the design of interactive software for exploring 2-dimensional non-Euclidean spaces. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. The words "section", "length", and "width" are not found in Euclidean Geometry. He defined a line as length without width. Euclid defined a point as one that has no part. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. The data were analyzed qualitatively descriptively. Researchers used a spatial ability test instrument to explore qualitative data. The researcher acts as a lecturer and the main instrument in this research. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. This research uses qualitative descriptive methods. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. The starting point of learning must be close to students' local minds and culture. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. Non-Euclidean Geometry is a complex subject for students.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |