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Priya V. Prasad

Assess the robustness of students’ understanding of polygons and move students beyond drawing to constructing geometric shapes.

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Darin Beigie

Although technology places a premium on quick and efficient ways to answer questions, the author discusses extended-time, or “slow-cooker,” questions, as illustrated by a task on the Triangle Inequality theorem.

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Janet B. Andreasen and Erhan S. Haciomeroglu

Dynamic software is used to teach geometry, tying into the Common Core's Standard 5, “Use appropriate tools strategically.”

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Solve It! Student Thinking: Shaded Rectangles

big solutions to little problems

Students' thinking is discussed, and the procedures used with problem solving are explored.

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Sherri Ann Cianca

Communicating reasoning and constructing models fold nicely into a geometry activity involving the building of nesting boxes.

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Karen K. Lucas and Ji-Won Son

Students work in pairs to estimate various lengths found in triangles and circles.

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Brian P. Beaudrie and Barbara Boschmans

Three transformation activities are completed by eighth-grade students who do not have access to a computer but can access handheld technology. Three activity sheets are included.

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Joe Champion and Ann Wheeler

A classic manipulative, used since the 1960s, continues to offer opportunities for intriguing problem solving involving proportions.

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Hyewon Chang and Barbara J. Reys

Using Clairaut's historic-dynamic approach and dynamic geometry tools in middle school can develop students' conceptual understanding before they encounter formal proof in geometry.

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Dongjo Shin, Ryan C. Smith, and Somin Kim

Use a framework to evaluate a tool: Is it mathematically sound? Does it offer opportunities for student engagement with little distraction? Will it afford students the chance to develop their own ideas?