At the 2017 NCTM Annual Meeting I was invited to do a short Wednesday-afternoon presentation on Function Dances in the NCTM Networking Lounge. (Here's the handout from the presentation.)
The idea of function dances is to get students (or in this case teachers) moving around, acting as the independent and dependent … Continue Reading ››

# Category Archives: Geometry

# Revisiting the Isosceles Triangle Challenge

In my last post, I presented a lovely geometry problem from Japan that was ideally suited to a dynamic geometry approach. Below is a new problem whose construction is nearly identical to the original one. The text says, "Five isosceles triangles have their bases on one line, and there are 10 rhombi. One length of the rhombus … Continue Reading ››

# A Geometry Challenge from Japan

Here is a wonderful geometry problem from Japan: The five triangles below are all isosceles. The quadrilaterals are all rhombi. The shaded quadrilateral is a square. What is the area of the square?
I wondered at first whether the English translation of the problem was correct because with so many side … Continue Reading ››

# Creating Animated Factorization Diagrams

Last year, I had the pleasure of co-organizing a geometry-focused coaching collaborative led by Metamorphosis, a New York-based organization that offers professional content coaching to transform the mindset and practices of teachers and administrators. I had so much fun that I decided to do it again! My workshop partners were Metamorphosis staffers Toni Cameron, Ariel Dlugasch, … Continue Reading ››

# The Varied Paths to Constructing a Square

Using dynamic geometry software, a student can draw what looks like a square by eyeballing the locations of the vertices. However, the quadrilateral will not stay a square when its vertices are dragged. Building a "real" square requires that it stay a square when any of its parts are dragged. This is only possible by baking … Continue Reading ››

# Pythagoras Plugged In

If there were an award for 'Mathematical Theorem Most Amenable to a Visual Proof,' the Pythagorean Theorem would surely win. The title of this post is a nod to the Sketchpad activity module

*Pythagoras Plugged In*by Dan Bennett. Dan's book contains 18 visual, interactive proofs of the Pythagorean Theorem. And there are more:*The Pythagorean …**Continue Reading ››*

# Estimating Angle Measurement

Angles are a thorny concept to teach because of the fundamentally different ways in which they can be used and understood. In the article What's Your Angle on Angles?, the authors divide the concept of angle into three main groups: angle-as-figure, angle-as-wedge, and angle-as-turn.
In the Web Sketchpad game below, we focus on angle-as-turn. Given an angle, students enter an estimate … Continue Reading ››

# Exploring Tessellations with Web Sketchpad

Metamorphosis is a New York-based company that offers professional content coaching to transform the mindset and practice of both teachers and administrators. I recently had the pleasure to collaborate with Metamorphosis staff members Toni Cameron and Kara Levin as well as mathematics coach Ariel Dlugasch from P.S. 276 in a coaching learning community that … Continue Reading ››

# Putting the Power of a Point Theorem to Work

The power of a point theorem is one of the more surprising results in elementary geometry. The theorem says that if two chords

*AB*and*CD*of a circle intersect at point*P,*then the product*AP · PB*is equal to the product*CP · PD*. You can see an illustration of this theorem in the Web Sketchpad model below. Drag points … Continue Reading ››# Dilation Games: Assessment That’s Fun

What does dilation feel like?
I recently had the opportunity to work with a group of students who were testing activities that treat geometric transformations as functions (what I call

*geometric functions*). I got lots of good ideas for improving the activities not only by watching the students, but also but also from their suggestions and the … Continue Reading ››