There is a sense in which space/objects with greater dimension have the capacity to incorporate space/objects of lower dimensions: for instance, a plane can ‘house’ both a line and a point. In the first case, the line is a space and in the second it is an object within a higher dimensional space.įrom another perspective, dimension portrays qualities of both freedom and capacity. The same line, however, can exist in a plane and might then be expressed as a relationship between two variables ( x, y). A line can be considered as a one-dimensional space if we think about a point moving on it, because there is only one direction in which the point can move (regarding back and forth as positive and negative movements in one direction). In fact, the qualities of object and space easily become blurred. In other words, its dimension can be expressed as the least number of linearly independent vectors needed to span the space. Similarly, in vector geometry, the dimension of a vector space V is the cardinality (i.e. Roughly speaking, the dimension of a space is the minimum number of co-ordinates needed to specify every point within it. In mathematics, dimension might be expressed as a quality of space by using co-ordinates to locate a given point in space (a Cartesian approach). For example, even in everyday life there is talk of 3-D space. On the other hand, dimension might be considered as a quality of space. In mathematics, dimension might refer to a line as one-dimensional and a filled-in square as two-dimensional. For example, in everyday life, dimension might be used to describe the size of a box as, say, 15 cm by 10 cm by 5 cm or a 3-D television. In everyday life and in scientific endeavour, dimension is sometimes referred to as a quality of an object. Estimating how much water will fit in a glass, cutting enough paper to cover the presents, or drawing their house and family are just some of the many situations in which children experience dimension, though unaware of the mathematical connection. At the same time, children already have an idea of geometry and dimension before entering primary school. For instance, in mathematics, dimension is a powerful mathematical construct integrated within co-ordinate geometry, topology, vectors, projective geometry, statistics, graphs, and calculus (Banchoff 1990). Our experiences of dimension are in some sense differentiated between a lived-in, unformalised world and an artificial mathematised world, where aspects of space are expressed, for example, in terms of geometry and dimension.
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