An analytical system of conic sections : designed for the use of students in the university /

Mode of access: Internet.

Elements of mathematics : containing geometry, conic sections, trigonometry ... : to which is prefixed the first principles of algebra, by way of introduction for the use of the Royal Academy of Artillery at Woolwich : vol. I and II /

Mode of access: Internet.

An elementary treatise on conic sections and algebraic geometry : with numerous examples and hints for their solution, especially designed for the use of beginners /

Mode of access: Internet.

Elements of conic sections. /

Mode of access: Internet.

Elements of analytical geometry: embracing the equations of the point, the straight line, the conic sections, and surfaces of the first and second order.

Mode of access: Internet.

Elements of analytical geometry; embracing the equations of the point, the straight line, the conic sections, and surfaces of the first and second order,

Mode of access: Internet.

A treatise on plane co-ordinate geometry : as applied to the straight line and the conic sections : with numerous examples /

Mode of access: Internet.

Solutions of examples in conic sections : triated geometrically /

Mode of access: Internet.

Along the Traces of the Conic Sections

Based on a geometry problem by Ivan Salabashev we demonstrate an exploratory process leading to conic sections as a locus of points. We work for the purpose with the GeoGebra dynamic software making use of different objects’ representations for explorations related with conic sections.

Traité analytique des sections coniques et de leur usage pour la résolution des équations dans les problêmes tant déterminez qu'indéterminez.

Mode of access: Internet.

El problema de Alhacén

El presente documento es un estudio detallado del problema conocido bajo el título de Problema de Alhacén. Este problema fue formulado en el siglo X por el filósofo y matemático árabe conocido en occidente bajo el nombre de Alhacén. El documento hace una breve presentación del filósofo y una breve reseña de su trascendental tratado de óptica Kitab al-Manazir. A continuación el documento se detiene a estudiar cuidadosamente los lemas requeridos para enfrentar el problema y se presentan las soluciones para el caso de los espejos esféricos (convexos y cóncavos), cilíndricos y cónicos. También se ofrece una conjetura que habría de explicar la lógica del descubrimiento implícita en la solución que ofreció Alhacén. Tanto los lemas como las soluciones se han modelado en los software de geometría dinámica Cabri II-Plus y Cabri 3-D. El lector interesado en seguir dichas modelaciones debe contar con los programas mencionados para adelantar la lectura de los archivos. En general, estas presentaciones constan de tres partes: (i) formulación del problema (se formula en forma concisa el problema); (ii) esquema general de la construcción (se presentan los pasos esenciales que conducen a la construcción solicitada y las construcciones auxiliares que demanda el problema), esta parte se puede seguir en los archivos de Cabri; y (iii) demostración (se ofrece la justificación detallada de la construcción requerida). Los archivos en Cabri II plus cuentan con botones numerados que pueden activarse haciendo “Click” sobre ellos. La numeración corresponde a la numeración presente en el documento. El lector puede desplazar a su antojo los puntos libres que pueden reconocerse porque ellos se distinguen con la siguiente marca (º). Los puntos restantes no pueden modificarse pues son el resultado de construcciones adelantadas y ajustadas a los protocolos recomendados en el esquema general.

Contribuições da investigação em sala de aula para uma aprendizagem das secções cônicas com significado

In this work, the didactical possibilities of investigation use in classroom, through an experience with high school students from Federal Center of Technological Education of Paraíba, as well as the study of conic sections were analysed. In order to fulfill our goals the theoretical conceptions concerning the meaninful learning in conection with the investigation of mathematics history were taken into account. The classroom research occurred by means of activities which encouraged the learner to investigate his own concepts on the conic sections. The results of the proposed activities showed the effectiveness and the efficiency of such a methodology as regards the making up of the required knowledge. They also reveal that the investigation in the classroom guides the ones involved, in this process, to have a wider look at the origins, the methods used and the several representations presented by mathematics that certainly lead, specially the students, to a meaninful learning

Transformações expansivas em um curso de educação matemática a distância online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Topologically correct intersection curves of tori and natural quadrics

This thesis provides efficient and robust algorithms for the computation of the intersection curve between a torus and a simple surface (e.g. a plane, a natural quadric or another torus), based on algebraic and numeric methods. The algebraic part includes the classification of the topological type of the intersection curve and the detection of degenerate situations like embedded conic sections and singularities. Moreover, reference points for each connected intersection curve component are determined. The required computations are realised efficiently by solving quartic polynomials at most and exactly by using exact arithmetic. The numeric part includes algorithms for the tracing of each intersection curve component, starting from the previously computed reference points. Using interval arithmetic, accidental incorrectness like jumping between branches or the skipping of parts are prevented. Furthermore, the environments of singularities are correctly treated. Our algorithms are complete in the sense that any kind of input can be handled including degenerate and singular configurations. They are verified, since the results are topologically correct and approximate the real intersection curve up to any arbitrary given error bound. The algorithms are robust, since no human intervention is required and they are efficient in the way that the treatment of algebraic equations of high degree is avoided.

Desarrollo de aprendizajes activos en primeros cursos universitarios: Workshop cónica.

Como ya es conocido, los profesores de Matemáticas utilizamos los ejemplos como recursos de aprendizaje para enseñar algún contenido matemático concreto, de modo que las generalizaciones y abstracciones sean más fácilmente entendidas por los alumnos, pasando de lo concreto a lo abstracto, como otra forma de enseñar y practicar en Matemáticas. Esta metodología de trabajo se ve potenciada por el uso de dispositivos móviles llamados mobile-learning (m-learning) o educación móvil (educación-m), en español. Siguiendo esta línea de trabajo, se ha realizado el workshop de cónicas que se presenta en este artículo, empleando estas nuevas tecnologías (TIC) y con el objetivo de desarrollar aprendizajes activos en Geometría a través de la resolución de problemas en los primeros cursos de Grado en las ingenierías. ABSTRACT: As it is already known, math teachers, use examples as learning resources, to teach some specific math contents, so that generalizations and abstractions are more easily understood by students, from concrete to abstract, as another way of Mathematics teaching and training. This methodology is enhanced by the use of mobile devices, called mobile-learning (m-learning) o “educación móvil” (educación-m), in Spanish. Following this strategy, the workshop of conic sections shown in this paper has been carried out, using these new technologies (ICT) and in order to develop active learning in Geometry through problem-solving at the first years of engineering degrees.