Q&A #20621

Taxicab Geometry

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From: Corey Goll <cgoll05@wou.edu> (for Teacher2Teacher Service)
Date: Feb 17, 2010 at 11:29:24
Subject: Re: Taxicab Geometry

Thank you.
This has helped.
Until next time,

>>I am having a hard time fitting the special topic of "Taxicab Geometry"
>>into the Mathematics State Standards for Oregon.  I am currently working on
>>a Mini Work Sample and this topic is going to be in my MWS, thus I need it
>>to align with State Standards.  Can you give me some insight into which
>>standard(s) this topic fits?
>Hi Corey,
>I suggest you look at your unit's goals and objectives.  What were you hoping
your students would
>know/understand upon completion of your unit?  What were you having your
students practice on
>the homework?  What were you emphasizing?
>Taxicab geometry--at least what I remember of it--is a non-Euclidean world.
Two points do not
>define a unique line segment.  Do the Oregon Standards include some non-
Euclidean geometry?
>Depending upon how you set up your activity, you could be setting up an
axiomatic system with its
>own set of undefined terms, postulates, theorems.  Do the Oregon Standards
have something
>addressing learning about the structure of an axiomatic system?
>Are you using the Taxicab geometry context to talk about counting paths from
A to B?  If so you
>might be doing something related to combinations, tree diagrams, Pascal's
triangle. Probability
>I'm not sure how helpful I've been, but I thought I'd try.  Good luck!
> -Jeanne, for the T2T service
>Thanks for visiting our on-line community.
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