Geometry Proof Geometry As a Research Proposal

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The student then places it on the playing field. The system allows a chosen playing card to be dragged by means of a mouse to the playing field and, if properly placed, to "stick" in place on the playing field. (Improperly placed cards "snap" back to their original file position.) After each card has been correctly placed, a line between properly placed cards is generated connecting proper statements and reasons to each other and the GIVEN or CONCLUSION displays the completed proof (Herbst, 2002).

In working with geometric proofs, it is important for the student and teacher alike to approach this new and intimidating subject with an open mind. Even though students may have never experienced any type of logic or reasoning prior to the introduction of proofs, if presented correctly, this new way of approaching math can be both fun and enlightening. Teachers should keep this in mind when approaching a new class with the concepts of proof for the first time. Not only is patience required, but sometimes unorthodox teaching methods may be necessary to get students pointed in the right direction.

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Proofs are not something that everyone will automatically just accept or understand. They often get confused in the minds of the students, and they can even get confused in the minds of the teachers, if they have not worked with them for a while, or if they have not worked with them much at all. This can be a very good learning experience for both the student and the teacher, but only if the two are both willing to learn and to explore everything that mathematical proofs have to offer. Assuming that they are too difficult, thinking that they cannot be completed, or turning away from them because they do not seem interesting enough can cause a person to really miss out on a learning experience that otherwise could have been both enlightening and fascinating on all kinds of levels......

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