Engaging Students with Non-routine Geometry Proof Tasks

2018 ◽  
pp. 283-300
Author(s):  
Michelle Cirillo
Keyword(s):  
Geometry Proof

A model of reading comprehension of geometry proof

2007 ◽  
Vol 67 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Kai-Lin Yang ◽  
Fou-Lai Lin
Keyword(s):  
Reading Comprehension ◽  
Geometry Proof

Addressing Misconceptions in Secondary Geometry Proof

2019 ◽  
Vol 112 (6) ◽  
pp. 410-417
Author(s):  
Michelle Cirillo ◽  
Jenifer Hummer
Keyword(s):  
Students Success ◽  
Geometry Proof

Use these ideas to diagnose and address common conceptual obstacles that inhibit students' success.

The Geometry Proof Tutor: an “Intelligent” Computer-Based Tutor in The Classroom

1990 ◽  
Vol 83 (4) ◽  
pp. 308-317
Author(s):  
Richard Wertheimer
Keyword(s):  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Track Geometry ◽  
School Classroom ◽  
Computer Based ◽  
To Come ◽  
Public School Classroom ◽  
Geometry Class ◽  
Intelligent Computer ◽  
Geometry Proof

I magine a standard-track geometry class in which it is common for students to come to class early to work on constructing proofs, often continuing to work after the class is dismissed. Imagine a class in which you can spend significant amounts of time working one-on-one with students while the rest of the class is actively engaged in constructing challenging proofs. A fantasy? This scenario actually happened in my geometry classes throughout six months of regular use of a computer-based, “artificially intelligent” tutoring system in a Pittsburgh Public School classroom (Schofield and Verban, in press).

Mysteries Of Proof

1982 ◽  
Vol 75 (7) ◽  
pp. 559-563
Author(s):  
George Marino
Keyword(s):  
Overhead Projector ◽  
Geometry Proof

Many students enjoy mysteries with the intensity that they hate proofs. Yet mysteries and proofs can almost be isomorphic. Consider the following two problems. Problem I is a typical geometry proof, and problem 2 is a murder mystery. The solutions are so alike that their diagrammatic forms will coincide when displayed together on an overhead projector.

Geometry Proof Writing: A Problem-Solving Approach à la Pólya

1995 ◽  
Vol 88 (7) ◽  
pp. 552-555
Author(s):  
Jean M. McGivney ◽  
Thomas C. DeFranco
Keyword(s):  
Problem Solving ◽  
Partisan Bias ◽  
The Third ◽  
Proof Writing ◽  
School Subjects ◽  
Geometry Proof ◽  
Unanimous Agreement

The Third Committee on Geometry, composed of twenty-six prominent teachers in the field of mathematics, prepared a questionnaire which raised pertinent questions concerning the teaching of geometry. The replies indicate that “there is almost unanimous agreement that demonstrative geometry can be so taught that it will develop the power to reason logical ly more readily than other school subjects, and that the degree of transfer of this logical training to situations outside geometry is a fair measure of the efficacy of the instruction. However great the partisan bias in this expression of opinion, the question ‘Do teachers of geometry ordinarily teach in such a way as to secure transfer of those methods, attitudes, and appreciations which are commonly said to be most easily transferable?’ elicits an almost unanimous but sorrowful ‘No.’” (Fawcett 1938, 8)

KNOWLEDGE USE IN THE CONSTRUCTION OF GEOMETRY PROOF BY SRI LANKAN STUDENTS

2011 ◽  
Vol 10 (4) ◽  
pp. 865-887 ◽  
Author(s):  
Mohan Chinnappan ◽  
Madduma B. Ekanayake ◽  
Christine Brown
Keyword(s):  
Sri Lankan ◽  
Knowledge Use ◽  
Geometry Proof

Geometry Proof Writing: A New View of Sex Differences in Mathematics Ability

1983 ◽  
Vol 91 (2) ◽  
pp. 187-201 ◽  
Author(s):  
Sharon Senk ◽  
Zalman Usiskin
Keyword(s):  
Sex Differences ◽  
Proof Writing ◽  
Mathematics Ability ◽  
Geometry Proof ◽  
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