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Visualizing Content for Computational Geometry Courses

Visualizing Content for Computational Geometry Courses

Christodoulos Fragoudakis, Markos Karampatsis
Copyright: © 2012 |Pages: 24
ISBN13: 9781466600683|ISBN10: 1466600683|EISBN13: 9781466600690
DOI: 10.4018/978-1-4666-0068-3.ch021
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MLA

Fragoudakis, Christodoulos, and Markos Karampatsis. "Visualizing Content for Computational Geometry Courses." Cases on Inquiry through Instructional Technology in Math and Science, edited by Lesia Lennex and Kimberely Fletcher Nettleton, IGI Global, 2012, pp. 581-604. https://doi.org/10.4018/978-1-4666-0068-3.ch021

APA

Fragoudakis, C. & Karampatsis, M. (2012). Visualizing Content for Computational Geometry Courses. In L. Lennex & K. Nettleton (Eds.), Cases on Inquiry through Instructional Technology in Math and Science (pp. 581-604). IGI Global. https://doi.org/10.4018/978-1-4666-0068-3.ch021

Chicago

Fragoudakis, Christodoulos, and Markos Karampatsis. "Visualizing Content for Computational Geometry Courses." In Cases on Inquiry through Instructional Technology in Math and Science, edited by Lesia Lennex and Kimberely Fletcher Nettleton, 581-604. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0068-3.ch021

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Abstract

The instructor overhead is a major obstacle to visualization technologies. Visualization is highly effective in two and three dimensions, and these are the dimensions where computational geometry occurs in practice. The authors present a hypertext system which creates e-content for computational geometry teaching. Their hypertext system provides geometric and visualization libraries that allow the quick creation of interactive visualizations of computational geometry algorithms. Inquiry-based learning is promoted as the learners have the opportunity to observe, interact, and experiment with the produced animations. Their system utilizes the inherent expressiveness of the Python programming language, which permits coding programs that look like pseudo code, whilst easily making advanced low importance details transparent. This is crucial for pedagogical use in computational geometry courses where the focus should be on the geometric algorithmic aspects, with low level details made abstract.

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