Geometry Blog

Certain elements of a musical space are often represented by geometric figures. These allow music to be organised by establishing patterns and sequences between notes, but not only physically, but also in the mental musical realm. The metaphor of musical geometry is a mapping of each person's musical concept. This means that everyone has a different concept of the dominant music, so everyone creates different compositions, even when performing existing compositions. In our mental mapping of musical concepts, there are geometric images that detail the composition of musical compositions. These geometric imaginations are expressed in the graphic space of music, transcribed into physics in different forms, such as musical scores. The image of a piece of music itself has a certain style and thought. This is called the language of geometry. Musicians use this language to express their creations and all their characteristics: duration, pitch, tone. In this way, there is a transfer betwee

This subject is reflected in the immediate environment. This means that, by identifying geometric shapes and concepts specific to the subject, students advance in their knowledge of space until they are able to dispense with physical space in order to create conceptualised spaces through the creation of mental images and abstraction. Furthermore, learning geometry involves recognising it in everyday language. We commonly speak, for example, of parallel streets, spiral staircases, cylindrical elements, among others. Hand in hand with this, geometry favours the integral learning of other mathematical areas such as algebra and calculus. In view of the above, the teaching of geometry serves the following purposes in early childhood education: - It cultivates intelligence and develops new ways of thinking. - It fosters and exacerbates creativity and imagination. - It facilitates the discovery of experimental answers to mathematical problems and their applicability to the environment. - It s

From its very conception, geometry underlies a certain technology. Geometry and technology have an ontological relationship, given that according to the symbolic tools that are brought into play, we speak of a certain geometry. Euclidean geometry or analytical geometry are technologies in themselves, which make use of certain artefacts (pencil, paper, ruler, square, computer with a certain software, etc.). These artefacts become instruments as soon as the cognitive activity of the user comes into play. In the case of DMS, the cognitive aspect is closely related to geometric concepts since all the commands allude to geometric elements or relations that correspond to the underlying model selected during the design of the software. How does the use of the technology used for its construction affect the construction of the geometric concept? What aspects to consider when the translation into a visual image is mediated through a system of dynamic geometry? In the same way that writing has r

  The correct interpretation and study of geometry in architecture will allow us to calculate aspects such as those related to the load weights in certain structures, as well as having a relevant influence on the aesthetic considerations in each of the constructions carried out.  The first thing you have to take into account is that when it comes to designing a commercial space, the lines and all the geometric shapes contained in the space, both inside and outside, must be studied beforehand according to different aspects of action, one of them being the role of geometry and the weight it has on the result of a construction. It is also important to know that geometry will have an important weight when constructing certain buildings and their correct implementation in an ecosystem. One of the clearest examples is that which refers to roofs and environments in which different meteorological inclemencies such as rain or snow are usually present. From a correct geometrical study, a correct

When we cook we make complex relationships of geometric shapes. When preparing a simple sandwich, cutting a piece of fruit or poking olives with chopsticks, we can form multiple geometric figures. An act as simple as scooping a spoonful of bubbling soup involves a combination of space, shape and position that allows us to approach geometry from the most important sphere, our own food. Cooking is another way of approaching food. For no two apples or watermelons, for example, are the same. When we cook we relate to geometric shapes, from the moment we pick up a container, open a bag or cut an onion, we maintain a constant relationship with geometry. For example, making a sandwich requires two slices of sliced bread, which are two rectangular prisms, also known as orthohedrons. This is an interactive video to work with primary education kids! (235) Shapes in My Lunch - Wolfoo Learn and Play with Geometric Shape Food Challenge | Wolfoo Channel - YouTube  

Small coins, laboratory test tubes, acupuncture needles. Objects that, as they tend to form part of the routine, are perhaps not seen with too much attention. But for the plastic artist Arturo Quintero, behind them, and behind all the things we see every day, is geometry, that branch of mathematics that after high school only refers to squares, rectangles, circles. The initial idea was to make people understand that geometric art is not just linear and not just about a mathematical formula or figures and surfaces. Really, whatever you do in life you have to do it with geometry. There are artists who refuse to claim that their art is geometric, but, for example, making a free stroke in a rectangular painting is already geometric. You think that everything has been done, but there are actually hidden wefts within the geometry itself, and you discover them. That comes from day to day, from constant research. Video about geometric shapes! (235) Geometric Plane Shapes For Kids - Primary Voc