In Geometry, we proved Viviani’s Theorem. Individual groups’ lightbulb moments diffused across the room, ensuring that everybody had a chance to experience that giddy moment of discovery. Collaborative work to share knowledge, individual write-up to assess internal understanding.
I have been giving the students problems that I would find interesting. “Treat them like experts and they will become experts” is an unwritten mantra. Is there any justification for this? Am I prioritizing my intellectual enjoyment over the students’ needs? In any case, there are some outstanding proofs here:
A great idea to use circles, but is it justified?
Excellent attempt at dynamic proof without words:
This student is thinking very precisely, but I have no idea what is going on:
Equilateral triangles within equilateral triangles…
As a starting point, this is ripe for extension. What about other properties of equilateral triangles? What about other triangles? What about other polygons? what about other dimensions?
A South African high-school student stumbled across a different invariant. His name is now immortalized in the Clough Conjecture. Students began this journey the following lesson…