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The Mathematics Enthusiast

Volume

7

Issue

2-3

Abstract

In this innovative teaching experiment, the context of climbing is used to induce the teaching and learning of angle concepts. This article reports on the outcomes of a three day teaching and climbing experiment and the impact of this experience on the teacher’s understanding of meso and micro embodiments of mathematics, angle representations, as well as shifts in their attitudes about teaching/learning geometry.

First Page

275

Last Page

294

Included in

Mathematics Commons

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