Euclidean exploration of geometry in islamic art

This chapter presents Euclidean approach as a learning trajectory to create a common artefact used in Islamic art. The Realistic Mathematics Education sets the theoretical framework for the learning trajectory in two stages, namely, horizontal and vertical mathematization. The chapter provides a brief literature review to explain this framework and exemplify how one could apply the framework in a specific context, Islamic art. Although technology used in creating the artefact provides a number of tools to help learners, the chapter suggests following Euclidean approach rather than taking the activity as technology practice activity. The Euclidean approach fosters learners’ geometrical thinking by limiting their tools to an unmarked ruler and a compass. Then, the technology is employed for further explorations as stated in the vertical mathematization stage. © Springer International Publishing AG 2018