GEOMETRY OF DESIGN IN HIGH SCHOOL - AN EXAMPLE OF TEACHING WITH GEOGEBRA

Geometry, especially Euclidean geometry, is one of the tools that a designer uses to design objects (lamps, furnishings, etc.).

The profound meaning at the design level refers to the concept of 'modelling' as a process of representation of reality that gives the creative act a rationality through the search for form.

The importance of mathematical models has increased in today’s society. There is a wide consensus that including mathematical modelling in the curricula is an important aim.

The inclusion of modelling in school Mathematics curricula is crucial for the development of problem solving skills, and promotes a reflection on the relationship between Mathematics and reality (Gallegos, & Rivera, 2015): a realistic problem and its solution (including any necessary derivation), acts as a representative case and contributes to a familiarity with real-world problems in the domain of interest and the particular way in which the solution (and its derivation) was found, and the modelling and problem solving techniques involved (Wedelin, & Adawi, 2015).

Several research studies recognize that the development of technology creates more opportunities for practicing mathematical modelling in the classroom (Galbraith, et al., 2007); the use of various forms of technology in classroom teaching practice can enhance the understanding of mathematical content (Zbiek, & Hollebrands, 2008).

Using the aforementioned view, this paper shows a constructivist teaching setting centred on the Mathematics and Real-World binomial.
The goal is to enhance the geometric construction process by using technology. In fact, the trigger element is a design object - Table lamp I-LUMEX - whose configuration recalls that of the strophoid curve.

The mathematical modelling, made of significant properties and concepts, derives from an examination of the design object and allows for the computerized generation of curves in the GeoGebra dynamic geometry environment.