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Thus, for example, non-Euclidean geometry can be proved consistent by defining point to mean a point on a fixed sphere and line to mean a great circle on the sphere. The resulting structure, a model of elliptic geometry , satisfies the axioms of plane geometry except the parallel postulate.
Circular reasoning (Latin: circulus in probando, "circle in proving"; [1] also known as circular logic) is a logical fallacy in which the reasoner begins with what they are trying to end with. [2] Circular reasoning is not a formal logical fallacy, but a pragmatic defect in an argument whereby the premises are just as much in need of proof or ...
A student at Level 0 or 1 will not have the same understanding of this term. The student does not understand the teacher, and the teacher does not understand how the student is reasoning, frequently concluding that the student's answers are simply "wrong". The van Hieles believed this property was one of the main reasons for failure in geometry.
Geometry is initially the study of spatial figures like circles and cubes, though it has been generalized considerably. Topology developed from geometry; it looks at those properties that do not change even when the figures are deformed by stretching and bending, like dimension. Glossary of differential geometry and topology; Glossary of ...
There are many examples of coherent/geometric theories: all algebraic theories, such as group theory and ring theory, all essentially algebraic theories, such as category theory, the theory of fields, the theory of local rings, lattice theory, projective geometry, the theory of separably closed local rings (aka “strictly Henselian local rings ...
Logical reasoning is a form of thinking that is concerned with arriving at a conclusion in a rigorous way. [1] This happens in the form of inferences by transforming the information present in a set of premises to reach a conclusion.
This may lead to questions that they cannot answer with their present ideas or reasoning patterns. In the second phase the concept is introduced and explained. Here the teacher is more active, and learning is achieved by explanation. Finally, in the third phase, the concept is applied to new situations and its range of applicability is extended.
The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.
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