• The Mathematical Education
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• v.44 no.2 s.109
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• pp.297-306
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• 2005

In this paper, we propose a computer environment class for student's mental representations about non-Euclidean geometry. Through the software Cinderella, students construct knowledge about non-Euclidean geometry and recognize differentness between Euclidean and non-Euclidean geometry. Also they recognize an existence of non-Euclidean geometry newly and its mental representations with images represented in Cinderella. In geometry class, we make students can use many representations systematically and can figure a visual internal image by emphasizing a transform process. And then students can reason about non-Euclidean geometry.

• Journal of Science Education
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• v.47 no.3
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• pp.263-272
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• 2023

We consider how a pre-service teacher can understand and utilize various concepts of Euclidean geometry by learning conic sections using mathematical definitions in non-Euclidean geometry. In a third-grade class of D University, we used mathematical definitions to demonstrate that learning conic sections in non-Euclidean space, such as taxicab geometry and Minkowski distance space, can aid pre-service teachers by enhancing their ability to acquire and accept new geometric concepts. As a result, learning conic sections using mathematical definitions in taxicab geometry and Minkowski distance space is expected to contribute to enhancing the education of pre-service teachers for Euclidean geometry expertise by fostering creative and flexible thinking.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.21-31
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• 2011

In this paper I claim that Lobachevsky's philosophy of mathematics is a kind of reservoir of contemporary philosophy of mathematics. I discuss how his philosophy contributed to the rise of non-Euclidean geometry.

• Journal of the Korean Society of Costume
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• v.60 no.5
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• pp.117-127
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• 2010

In this study, hyperspace is a result of imagination created by means of facts and fiction, represents a transfer to determination and indetermination, and means an extension to an open form. In other words, hyperspace is a high dimensional space expanded to imagination through the combination of the viewpoint on facts in this dimension and fiction. When the 2D plane surface or 3D symmetry is destroyed, or when the frame is twisted or entangled, the non-Euclidean geometry is created eventually. And when the twisting leads to transmutation and the destruction of the form reaches the extreme; this in turn became the twisting like Mbius band. Likewise, the non-Euclidean geometry is co-related to the asymmetry of the Higgs mechanism. When the 'destruction of symmetry' is considered, symmetric theory and asymmetric world can be connected. The asymmetry in turn can maintain balance by arranging the uneven weights at different distances from the shaft. Moreover, at this the concept of the upper, lower, left and right, which was included in the original form, may be crumbled down. The destruction of the symmetry is essential in order to present forecast that coincides with the phenomenon of the real world. Non-Euclidean geometry characteristic is expressed by asymmetry, twists, and deconstruction and its representative characteristic is ambiguity. The boundary between the front, back, upper, lower, inner and outer is unclear, and it is difficult and vague to pinpoint specific location. The design that does not clearly define or determine the direction of wearing costume is indeed the non-oriented design that can be worn without getting restricted by specific direction such as front and back. Non-Euclidean geometry characteristic of hyperspace have been applied to create new shapes through the modification of the substance from traditional clothing of the eastern world to modern fashion. The way of thinking in the 'hyperspace' that used to be expressed in the costumes of the east and the west in the past became the forum for unlimited creation.

• The Mathematical Education
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• v.4 no.1
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• pp.1-15
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• 1966

In accordance with the tendency of Modern Mathematics laying emphasis on Mathematical structure, that is, on axioms, it is necessary for students to be interested in structure of Geometry on Mathematics Education. In fact, it is of importance not only to obtain new ideas but also to forget old ones in the development of Mathematics. Most students do not understand the Mathematical significance of axioms, and do not know what Mathemetical truth is. Now Non-Euclidean Geometry offers opportunity to understand the essence of Mathematics better, and is no less effective than Euclidean Geometry in training student in logical inference. This thesis is a study with regard to what should be taught and how student should be guided at High school Mathematics. Chiefly Hyperbolic Geometry is discussed in connection with Abosolute Geometry. As Non-Euclidean Geometry has not appeared in our curriculum, some experiments are required before putting it into actual curriculum to find out how much students understand and how much pedagogically useful it can be. This is only a. presentation of a tentative plan, which needs to be criticized by many teachers.

• East Asian mathematical journal
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• v.39 no.4
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• pp.479-492
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• 2023

Although Euclidean plane geometry is implemented in the middle school course, there are three major problems in high school space geometry that can be intuitively taken for granted or misinterpreted as circular arguments. In order to solve this problem, this study proved three major problems using sets, Euclidean plane geometry, and parallel line postulates. This corresponds to a logical sequence and has mathematical and mathematical educational values. Furthermore, it will be possible to configure spatial geometry using sets, and by giving legitimacy to non-Euclidean spatial geometry, it will open the possibility of future research.

• Journal for History of Mathematics
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• v.33 no.3
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• pp.155-165
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• 2020

Pythagorean theorem is a proposition on the relationship between the lengths of three sides of a right triangle. It is well known that Pythagorean theorem for Euclidean geometry deforms into an interesting form in non-Euclidean geometry. In this paper, we investigate a new perspective that replaces right triangles with 'proper triangles' so that Pythagorean theorem extends to non-Euclidean geometries without any modification. This is seen from the perspective that a rectangle is an equiangular quadrilateral, and a right triangle is a half of a rectangle. Surprisingly, a proper triangle (defined by Paolo Maraner), which is a half of an equiangular quadrilateral, satisfies Pythagorean theorem in many geometries, including hyperbolic geometry and spherical geometry.

• Honam Mathematical Journal
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• v.34 no.1
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• pp.103-111
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• 2012

Wetzel[5] proved if ${\Gamma}$ is a closed curve of length L in $E^n$, then ${\Gamma}$ lies in some ball of radius [L/4]. In this paper, we generalize Wetzel's result to the non-Euclidean plane with much stronger version. That is to develop a lower bound of length of a triangle inscribed in a circle in non-Euclidean plane in terms of a chord of the circle.

• Journal of applied mathematics & informatics
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• v.31 no.1_2
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• pp.79-86
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• 2013

Taxicab plane geometry and Cinese-Checker plane geometry are non-Euclidean and more practical notion than Euclidean geometry in the real world. The ${\alpha}$-distance is a generalization of the Taxicab distance and Chinese-Checker distance. It was first introduced by Songlin Tian in 2005, and generalized to n-dimensional space by Ozcan Gelisgen in 2006. In this paper, we studied the isoperimetric inequality in ${\alpha}$-plane.

• Korean Institute of Interior Design Journal
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• v.19 no.2
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• pp.90-98
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• 2010

The concepts of laws like regularity or persistence or recurrence those are discovered in nature, became the essential elements in speculative philosophy, study and scientific technology. Western civilization was spread out by these natural laws. As this background, this study is aimed to research the theories of natural laws and the development of geometry as the descriptive tools and the development aspects of the concepts of space. According to Whitehead's four theories on the natural laws, the result of this study that aimed like that as follows. First, the theories on the immanence and imposition of the natural laws were the predominant ideas from ancient Greek to before the scientific revolution, the theory on the simple description like the positivism made the Newton-Cartesian mechanism and an absolutist world view. The theory on the conventional interpretation made the organicism and relativism world view according to non-Euclidean geometry. Second, the geometrical composition of ancient Greek architecture was an aesthetics that represented the immanence of natural laws. Third, in the basic symbol of medieval times, the numeral symbol was the frame of thought and was an important principal of architecture. Fourth, during the Renaissance, architecture was regarded as mathematics that made the order of universe to visible things and the geometry was regarded as an important architectural principal. Fifth, according to the non-Euclidean geometry, it was possible to present the natural phenomena and the universe. Sixth, topology made to lapse the division of traditional floor, wall and ceiling in contemporary architecture and made to build the continuous space. Seventy, the new nature was explained by fractal concepts not by Euclidean shapes, fractal presented that the essence of nature had not mechanical and linear characteristic but organic and non-linear characteristic.