By having students practice constructing diagrams for geometric theorems, teachers can develop students' understanding of mathematical claims, vocabulary, and notation methods. This practice can also strengthen students' ability to interpret mathematical diagrams and recognize their limitations.

Supplementary Materials

Supplemental Materials (PDF 104 KB)

Footnotes

Develop students’ understanding of mathematical claims, vocabulary, and notation methods as well as their ability to interpret and recognize limitations of diagrams.

BiedaKristen N. and MeganStaples. 2020. “Justification as an Equity Practice.”Mathematics Teacher: Learning and Teaching PK–12113no. 2 (February): 102–8.

Bieda, Kristen N., and MeganStaples. 2020. “Justification as an Equity Practice.”)| false

HerbstPatricio G. 2002. “Establishing a Custom of Proving in American School Geometry: Evolution of the Two-Column Proof in the Early Twentieth Century.”Educational Studies in Mathematics49no. 3 (March): 283–312.

Herbst, Patricio G. 2002. “Establishing a Custom of Proving in American School Geometry: Evolution of the Two-Column Proof in the Early Twentieth Century.”)| false

SinclairNathalieDavidPimm and MelanieSkelin. 2012. Developing Essential Understanding of Geometry for Teaching Mathematics in Grades 9–12. Reston, VA: National Council of Teachers of Mathematics.

Sinclair, Nathalie, DavidPimm, and MelanieSkelin. 2012. )| false