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Commentary on Theories of Mathematics Education

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226 L. Moreno-Armella and B. Sriraman<br />

Until Weierstrass c<strong>on</strong>structed a c<strong>on</strong>tinuous functi<strong>on</strong> not differentiable at any value <strong>of</strong> its<br />

argument it was widely believed in the scientific community that every c<strong>on</strong>tinuous curve<br />

had a well determined tangent...Even though the example <strong>of</strong> Weierstrass has corrected<br />

this misc<strong>on</strong>cepti<strong>on</strong> <strong>on</strong>ce and for all, it seems to me that his example is not satisfactory<br />

from the geometrical point <strong>of</strong> view since the functi<strong>on</strong> is defined by an analytic expressi<strong>on</strong><br />

that hides the geometrical nature <strong>of</strong> the corresp<strong>on</strong>ding curve...This is why I have asked<br />

myself—and I believe that this questi<strong>on</strong> is <strong>of</strong> importance also as a didactic point in analysis<br />

and geometry—whether <strong>on</strong>e could find a curve without tangents for which the geometrical<br />

aspect is in agreement with the facts.<br />

V<strong>on</strong> Koch geometrical approach to this problem was genuinely geometrical. In fact,<br />

geometry was used as a domain <strong>of</strong> abstracti<strong>on</strong> to provide meaning to the new object<br />

that appeared as pathological in the mathematical landscape <strong>of</strong> his time. Today<br />

mathematical culture has evolved and those curves that were seen as n<strong>on</strong>-objects,<br />

are emblematic in the world <strong>of</strong> fractals. It is simple to understand the c<strong>on</strong>structi<strong>on</strong><br />

process employed by V<strong>on</strong> Koch from the following figures:<br />

Stage 1<br />

Stage 2<br />

Stage 3<br />

This c<strong>on</strong>structi<strong>on</strong> is easily made with a dynamic geometry s<strong>of</strong>tware and following<br />

this c<strong>on</strong>structi<strong>on</strong> the students learn to appreciate the recursive nature <strong>of</strong> a<br />

process. The object built <strong>on</strong> the screen is easily manipulable opening the door to<br />

what Balacheff and Kaput (1996) called a “new mathematical realism” due to the<br />

intense use <strong>of</strong> computers envir<strong>on</strong>ments. We can propose activities relating the nature<br />

<strong>of</strong> the c<strong>on</strong>structi<strong>on</strong> <strong>of</strong> Koch curve with the resoluti<strong>on</strong> <strong>of</strong> the screen. Compared with<br />

the paper and pencil descripti<strong>on</strong> <strong>of</strong> the c<strong>on</strong>structi<strong>on</strong> <strong>of</strong> the curve, the screen versi<strong>on</strong><br />

has added a precisi<strong>on</strong> that enables us to play with the screen resoluti<strong>on</strong>. This establishes<br />

a link between paper and pencil reas<strong>on</strong>ing with the <strong>on</strong>e made possible by

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