2014/09/09 by Tuba Ada, Aytaç Kurtuluş, H. Bahadır Yanik +1
Mathematics · #Mathematics and Applications
paper · doi:10.1080/0020739x.2014.956825
crossref issued 2014/09/09 · crossref published 2014/09/09 · crossref published-online 2014/09/09 · openalex publication_date 2014/09/09 · crossref created 2014/09/17 · crossref published-print 2015/02/17 · crossref deposited 2022/04/17 · openalex created_date 2025/10/10 · crossref indexed 2026/07/27 · openalex updated_date 2026/07/28
The aim of this study was to observe the development process of the concept of a parabola in Taxicab geometry. The study was carried out in two stages. First, some activities related to Euclidean geometry and Taxicab geometry were designed based on concept development and real-life applications, and they were administered to a ninth-grade student. According to the findings, once the student learnt the definition of a parabola in Euclidean geometry, she was able to define a Taxicab parabola using the distance function in Taxicab geometry. Also, she came up with an algebraic definition of a Taxicab parabola based on this geometric definition of the concept of a parabola. Moving from algebraic definition to geometric representation, she configured the concept of a parabola in Taxicab geometry. By means of this application activity, the student had the opportunity to observe and practise the concept of a parabola in a real-life situation based on Euclidean geometry and Taxicab geometry.