Investigating Quadrilaterals as an Ongoing Task

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kerri Richardson, Chair and Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: In this article we discuss an open-ended problem involving quadrilaterals that we continually offer each semester. The task has been posed to undergraduate and graduate students in methods and problem solving classes. The task involves drawing all possible four sided figures with corners at the dots. A four by four array of dots is included in the instructions and students are asked to develop a system for knowing when they have identified all the quadrilaterals. Students are also encouraged to classify them in as many ways as they can and to look at the perimeters and angle measures. The focus of the discussion is on the potential richness of a task and how students engage in non-routine explorations.

Additional Information

International Journal for Mathematics Teaching and Learning, 1–21.
Language: English
Date: 2010
Quadrilaterals, Students, Richness, Ongoing task, Long term learning, Mathematics, Instruction, Education

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