![]() The standard algebraic proofs they had used from the book to lead into the concept of a two column proof just were not sufficient to prevent the overwhelm once the more difficult proofs showed up. It does not seem like the same thing at all, and they get very overwhelmed really quickly. They get completely stuck, because that is totally different from what they just had to do in the algebraic "solving an equation" type of proof. And I noticed that the real hangup for students comes up when suddenly they have to combine two previous lines in a proof (using substitution or the transitive property). It's good to have kids get the idea of "proving" something by first explaining their steps when they solve a basic algebra equation that they already know how to do.īut then, the books move on to the first geometry proofs. They have students prove the solution to the equation (like show that x = 3). Most curriculum starts with algebra proofs so that students can just practice justifying each step. Usually, the textbook teaches the beginning definitions and postulates, but before starting geometry proofs, they do some basic algebra proofs. The Old Sequence for Introducing Geometry Proofs: I started developing a different approach, and it has made a world of difference! However, I have noticed that there are a few key parts of the process that seem to be missing from the Geometry textbooks. I really love developing the logic and process for the students. ![]() Leading into proof writing is my favorite part of teaching a Geometry course.
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