http://de.evo-art.org/index.php?action=history&feed=atom&title=Alhambra%27s_Nazari_Single_Tile_Patterns_Guided_Tour 2026-05-26T13:10:10Z Versionsgeschichte dieser Seite in de_evolutionary_art_org MediaWiki 1.27.4 http://de.evo-art.org/index.php?title=Alhambra%27s_Nazari_Single_Tile_Patterns_Guided_Tour&diff=4054&oldid=prev 2015-01-29T19:13:40Z

<p>Die Seite wurde neu angelegt: „== Reference == Jesús Hernando: <a href="/index.php?title=Alhambra%27s_Nazari_Single_Tile_Patterns_Guided_Tour" title="Alhambra's Nazari Single Tile Patterns Guided Tour">Alhambra&#039;s Nazari Single Tile Patterns Guided Tour</a>. In: <a href="/index.php?title=Bridges_2010" title="Bridges 2010">Bridges 2010</a>. Pages 363–366 == DOI == == Abstract == In t…“</p> <p><b>Neue Seite</b></p><div>== Reference ==<br /> Jesús Hernando: [[Alhambra&#039;s Nazari Single Tile Patterns Guided Tour]]. In: [[Bridges 2010]]. Pages 363–366 <br /> <br /> == DOI ==<br /> <br /> == Abstract ==<br /> In the School Year 2006-07 our Institution took part in a European Comenius Project called Partners in Patterns.<br /> Our work was related to the elaboration of patterns generated by plane movements of simple Escher-style tiles. We<br /> took as models the Alhambra’s nazari mosaics that were part of our cultural heritage. For that purpose we used<br /> Dynamic Geometry Software (DGS) called Geogebra, which was well-accepted by our students. We planned as a<br /> first stage to study those tessellations that involve only one tile shape. After that we decided to represent in eight<br /> poster scenes the Alhambra’s Nazari Single Tile Patterns Guided Tour in order to appreciate in a different way<br /> either a visit to the Alhambra’s Palaces or the study of Geometry.<br /> <br /> == Extended Abstract ==<br /> <br /> == Bibtex == <br /> <br /> == Used References ==<br /> [1] G. Brousseau, ¿Qué pueden aportar a los enseñantes los diferentes enfoques de la Didáctica de la<br /> Matemáticas? Enseñanza de las Ciencias no 8 Vol.3, pp.259-267, 1990.<br /> <br /> [2] H.S.M. Coxeter, M. Emmer, R. Penrose, and M.L. Teuber, M.C. Escher: Art and Science. Londres,<br /> Reino Unido: North-Holland, 1987.<br /> <br /> [3] H. Freudenthal, Major problems of mathematics education. Educational Studies in Mathematics, Vol<br /> 12, pp.133-150, 1981.<br /> <br /> [4] J.D. Godino and C. Batanero, Significado institucional y personal de los objetos matemáticos,<br /> Reserches en Didactique, Vol 14, 3, pp. 325-355, 1994.<br /> <br /> [5] B. Grünbaum and G.C. Shephard, Tilings and Patterns, Freeman, San Francisco, 1987.<br /> <br /> [6] B. Grünbaum and G. C. Shephard, Interlace Patterns in Islamic and Moorish Art, Leonardo, Vol. 25,<br /> No. 3/4, Visual Mathematics: Special Double Issue, pp. 331-339, 1992,<br /> <br /> [7] J. Hernando, Uso de contextos artísticos y aumento del interés por las matemáticas, Actas de las XIV<br /> JAEM, Girona, 2009.<br /> <br /> [8] P. Nesher and J. Kilpatrick, Mathematics and cognition: A research synthesis by the International<br /> Group for the Psychology of Mathematics Education. Cambridge Univ. Press, Cambridge, 1990.<br /> <br /> [9] R. Pérez Gómez et al, Vivo La Alhambra, Ed. Proyecto Sur de Ediciones, Granada, 2004.<br /> <br /> <br /> == Links ==<br /> === Full Text === <br /> http://archive.bridgesmathart.org/2010/bridges2010-363.pdf<br /> <br /> [[intern file]]<br /> <br /> === Sonstige Links ===<br /> http://archive.bridgesmathart.org/2010/bridges2010-363.html</div>

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