id: 06502971
dt: a
an: 2015f.00392
au: Kotarinou, Panayota; Stathopoulou, Charoula
ti: Using drama techniques for facilitating democratic access to mathematical
    ideas for all learners.
so: Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M.
    sourcebook. Collected papers based on the presentations at the 63rd and
    64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece,
    summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk;
    978-3-319-15410-7/ebook). Advances in Mathematics Education, 323-340
    (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D40 G40 G90 A30
ut: drama in education; critical mathematics education; axiomatic definition of
    Euclidean and non-Euclidean geometries; critical thinking
ci: 
li: doi:10.1007/978-3-319-15410-7_21
ab: Summary: This chapter explores the dynamics of Geometry teaching in a
    classroom which uses “Drama in Education" techniques as a process
    that contributes to democratic access to mathematical ideas by all
    pupils. We describe a teaching experiment which aimed to motivate and
    actively engage through drama all 26 pupils of an 11th grade class and
    to encourage them to develop a critical attitude towards mathematical
    knowledge as being absolute, objective and irrefutable. The teaching
    experiment entitled “Is our world Euclidean?" was a drama-based
    teaching of the process of axiomatic definition of Euclidean and
    Non-Euclidean Geometries interrelated to the history of Euclid’s 5th
    postulate. Our research reveals considerable evidence for the
    effectiveness of drama techniques as an alternative approach to
    creating appropriate learning conditions, activating all students as
    evidenced by their participation, and contributing to their development
    as critical citizens.
rv: