Date of Completion
5-5-2017
Degree Type
Honors Thesis
Discipline
Mathematics (MATH)
First Advisor
Angela Gallegos
Abstract
The purpose of this project is to provide the framework for integrating the study of non-Euclidean geometry into a high school math class in such a way that both aligns with the Common Core State Standards and makes use of research-based practices to enhance the learning of traditional geometry. Traditionally, Euclidean geometry has been the only strand of geometry taught in high schools, even though mathematicians have developed several other strands. The non-Euclidean geometry that I focus on in this project is what is known as taxicab geometry. With the Common Core Standards for Math Practice pushing students to “model with mathematics” and “look for and make use of structure”, modeling a different geometry with the structure of traditional geometry as a guide can be both highly applicable and highly analytical. This kind of critical thinking is sprinkled throughout the standards. Furthermore, preliminary studies have shown that studying non-Euclidean geometry helps teachers themselves understand notions such as undefined terms more clearly within Euclidean geometry as well. Using resources such as Taxicab Geometry: An Adventure in Non-Euclidean Geometry by Eugene Krause, I have constructed new materials for teachers to employ in a high school classroom.
Recommended Citation
Buda, John, "Integrating Non-Euclidean Geometry into High School" (2017). Honors Thesis. 173.
https://digitalcommons.lmu.edu/honors-thesis/173
