Abstract
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.
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Kotarinou, P., Stathopoulou, C. (2015). Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_21
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