![]() ![]() 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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