Creating Quadrilaterals from Quadrilaterals

Autor/in	Nirode, Wayne
Titel	Creating Quadrilaterals from Quadrilaterals
Quelle	In: Mathematics Teacher, 109 (2016) 8, S.592-599 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Geometry; Geometric Concepts; Mathematics; Mathematics Instruction; Mathematical Concepts; Mathematics Teachers; High School Students; Secondary School Mathematics; Teaching Methods; Computer Software; State Standards; Mathematical Logic; Validity; Common Core State Standards + Suchen Sie Ihr Suchwort? Geometrie; Elementare Geometrie; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Gültigkeit; Common core curriculum; Curriculum; Kerncurriculum
Abstract	A part of high school geometry is devoted to the study of parallelograms in the context of proving some of their properties using congruent triangles (CCSSI 2010). The typical high school geometry book's chapter on quadrilaterals focuses on parallelograms (e.g., their properties, proving that a given quadrilateral is a parallelogram, and special parallelograms) with an additional section about trapezoids and kites. Wayne Nirode wanted to go beyond what is required by the Common Core State Standards for Mathematics and what is in the usual textbook chapter on quadrilaterals and give students the opportunity to pose and investigate their own questions about quadrilaterals. Here he describes a project in which students created rules to form a new quadrilateral starting from a special quadrilateral: parallelogram, rhombus, rectangle, square, kite, trapezoid, isosceles trapezoid, and cyclic quadrilateral. They used Dynamic Geometry Software (DGS) to construct, explore, and conjecture; and, last, they proved their conjectures either synthetically or analytically. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01