With the geometry curriculum already packed with content, who has time to introduce anything new? Many students already have difficulty with regular polygons to begin with—wouldn't an additional topic for polygons be adding fuel to the fire? Perhaps. However, if activities are carefully chosen, students can actively review prerequisite skills as well as benefit from being asked to think critically in a new way.
Edited byRuth Doverdover@imsa.edu Illinois Mathematics and Science Academy Aurora, IL 60506
Tina T. Starling, firstname.lastname@example.org, a doctoral student in mathematics education at North Carolina State University at Raleigh, is interested in teaching with technology, teaching and learning mathematics education online, and professional development.
Karen F. Hollebrands, email@example.com, is an associate professor of mathematics education at North Carolina State University at Raleigh, where she teaches undergraduate and graduate courses and conducts research related to the teaching and learning of mathematics with technology.