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The objectification of the right-angled triangle in the teaching of the Pythagorean Theorem: an empirical investigation.

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Title: The objectification of the right-angled triangle in the teaching of the Pythagorean Theorem: an empirical investigation.
Authors: Moutsios-Rentzos, Andreas1 amoutsiosrentzos@aegean.gr, Spyrou, Panagiotis2, Peteinara, Alexandra2
Source: Educational Studies in Mathematics. Jan2014, Vol. 85 Issue 1, p29-51. 23p.
Subject Terms: *Geometry education in secondary schools, *Secondary education, *Teenagers, *Education, Pythagorean theorem, Right angle, Pythagorean triples, Triangles
Abstract: In this paper, we present the design and the results of a teaching experiment carried out to investigate the hypothesis that it is feasible to facilitate the students' possibility for experiencing the reactivation of the objectification of the right-angled triangle. For this purpose, a teaching design of the Pythagorean Theorem was developed and taught to an experimental class of 14-year old students. The results of our teaching were compared with a control class with the employment of a questionnaire and semi-structured interviews. The quantitative and qualitative analyses supported our hypothesis that the students of the experimental class would develop qualitatively different understandings of the theorem than the control class, thus suggesting their possibility for experiencing the reactivation of the objectification of the right-angled triangle. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:In this paper, we present the design and the results of a teaching experiment carried out to investigate the hypothesis that it is feasible to facilitate the students' possibility for experiencing the reactivation of the objectification of the right-angled triangle. For this purpose, a teaching design of the Pythagorean Theorem was developed and taught to an experimental class of 14-year old students. The results of our teaching were compared with a control class with the employment of a questionnaire and semi-structured interviews. The quantitative and qualitative analyses supported our hypothesis that the students of the experimental class would develop qualitatively different understandings of the theorem than the control class, thus suggesting their possibility for experiencing the reactivation of the objectification of the right-angled triangle. [ABSTRACT FROM AUTHOR]
ISSN:00131954
DOI:10.1007/s10649-013-9498-y