«H Γεωμετρία στην Υπερβολή της» Δημιουργική Γραφή και Διδασκαλία των Μαθηματικών σε μια Τάξη Λυκείου

Abstract

The study derives from the involvement of a group of students, attending the 2nd class of Lyceum, in an interdisciplinary project concerning the axiomatic foundation of Euclidean and non-Euclidean Geometries (Hyperbolic and Elliptical geometry), which was implemented through techniques “Drama in Education”. In a collaborative framework, our students discussed about mathematical-geometrical concepts, drafted texts and finally presented those texts enacting roles. In this paper, we examine the contribution of Drama in Education to the linguistic creativity of students. Drown from sociolinguistic and sociosemiotic perspectives for linguistic creativity (Swann & Maybin, 2007, Carter, 2004, Jones 2010, Fairclough, 1992) we identify the forms by which students express their potential creativity as language users and we make assumptions regarding the mechanisms allowed and the functions achieved by their creative use of language in the specific educational context of communication.