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The problem in this study was to design, build, and use a projection box to determine if it will help the student to better visualize problems included in descriptive geometry.

Paper folding is an underappreciated method with a number of interesting applications in real life. From Japanese traditional origami we moved to today's use in space research or medicine, all thanks to the application of mathematical principles on it. The work explains the basic rules of paper geometry and its difference from Euclidean geometry. The problems of doubling the cube or trisection of the angle, which cannot be solved in Euclidean geometry, can be solved quite easily by translating the paper. The thesis contains ideas for mathematics teachers from elementary school to high school on how to use paper folding directly in mathematics teaching. Among the ideas we can find a simple verification of the Pythagorean theorem and the construction of conic sections. Physical handling of paper helps to consolidate the topic, develops spatial imagination and dexterity.

The affine Grassmannian associated to a reductive group G is an affine analogue of the usual flag varieties. It is a rich source of Poisson varieties and their symplectic resolutions. These spaces are examples of conical symplectic resolutions dual to the Nakajima quiver varieties. In this work, we study their quantum connection. We use the stable envelopes of D. Maulik and A. Okounkov[MO2] to write an explicit formula for this connection. In order to do this, we construct a recursive relation for the stable envelopes in the G = PSL_2 case and compute the first-order correction in the general case. The computation of the purely quantum part of the multiplication is done based on the deformation approach of A. Braverman, D. Maulik and A. Okounkov[BMO]. For the case of simply-laced G, we identify the quantum connection with the trigonometric Knizhnik-Zamolodchikov equation for the Langlands dual group G^\vee.

Doctor Educationis / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group.

<p>Unlike matrix rank, hypermatrix rank is not lower semi-continuous. As a result, optimal low rank approximations of hypermatrices may not exist. Characterizing hypermatrices without optimal low rank approximations is an important step in implementing algorithms with hypermatrices. The main result of this thesis is an original coordinate-free proof that real 2 by 2 by 2 tensors that are rank three do not have optimal rank two approximations with respect to the Frobenius norm. This result was previously only proved in coordinates. Our coordinate-free proof expands on prior results by developing a proof method that can be generalized more readily to higher dimensional tensor spaces. Our proof has the corollary that the nearest point of a rank three tensor to the second secant set of the Segre variety is a rank three tensor in the tangent space of the Segre variety. The relationship between the contraction maps of a tensor generalizes, in a coordinate-free way, the fundamental relationship between the rows and columns of a matrix to hypermatrices. Our proof method demonstrates geometrically the fundamental relationship between the contraction maps of a tensor. For example, we show that a regular real or complex tensor is tangent to the 2 by 2 by 2 Segre variety if and only if the image of any of its contraction maps is tangent to the 2 by 2 Segre variety. </p>

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Masters of Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, South Africa, 2015 / This research aims to establish the level of students’ cognitive skills using GeoGebra, and investigates whether GeoGebra as a technological tool helps in improving poor performance in respect of Euclidean geometry or geometry of the circle. Students’ interests, in learning about circle geometry in mathematics, are also being tested. GeoGebra is an innovative, dynamic mathematics software which integrates algebra, geometry and calculus to aid students during the learning process. The specific sample in this research consists of 112 Grade 11 secondary school learners within the UMkhanyakude district, Hlabisa circuit, under the Empembeni and Ezibayeni wards. During this research, GeoGebra and the concept of circle geometry were introduced to students. Afterwards, students had to answer several geometry of the circle questions, entailing key theorems as prescribed by the National Mathematics pacesetter for Grade 11 and Grade 12. As students answered the above questions, they solved problems and conducted discussions among themselves. At the end, students were individually required to answer questionnaires which consisted of 15 closed items relating to views on GeoGebra and its impact on Euclidean geometry and mathematics, as well as three open-ended questions which asked learners about their reflections on the application of GeoGebra. The above methods provided a strong base to explore whether GeoGebra as a tool helps students in the learning process. The results showed that students endorsed the use of GeoGebra as a technological tool in the teaching of Euclidean geometry. Some students even suggested that GeoGebra be used in other mathematical topics. Students overall enjoyed the use of GeoGebra, finding it user-friendly and a highly significant learning motivator.

Projective geometry: a boundless domain of countless fields where reals and imaginaries, finites and infinities, enter on equal terms, where the spirit delights in the artistic balance and symmeric interplay of a kind of conceptual and logical counterpoint, - an enchanted realm where thought is double and flows throughout in parallel stream.

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