{"id":852,"date":"2024-07-25T13:58:00","date_gmt":"2024-07-25T13:58:00","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=852"},"modified":"2024-09-30T10:41:48","modified_gmt":"2024-09-30T10:41:48","slug":"teaching-geometry-chapter-2-exploring-triangles","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/teaching-geometry\/teaching-geometry-chapter-2-exploring-triangles\/","title":{"rendered":"Teaching Geometry Chapter 2- Exploring Triangles"},"content":{"rendered":"\n

Teaching Geometry<\/a> > Chapter 2<\/p>\n\n\n\n

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Teaching Geometry Chapter 2- Exploring Triangles<\/h2><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

In this chapter, teachers examine definitions and explore properties of particular quadrilaterals. Ways of classifying parallelograms, rectangles, rhombi, trapezoids, squares and cyclic quadrilaterals are discussed. The van Hiele levels of geometric thinking are introduced and teachers apply these levels to consider an example of students\u2019 geometric thinking on a task. The roles of technology in exploring, conjecturing, and proving are highlighted.<\/p>\n<\/div>\n\n\n\n

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Class Materials<\/strong><\/h3>\n\n\n\n
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Chapter Document<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Video Transcripts<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Download Tech Files<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Instructor Materials<\/strong><\/h3>\n\n\n\n
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Teaching Tips<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Suggested Readings<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Sample Solutions<\/strong><\/a><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Teaching Geometry > Chapter 2 In this chapter, teachers examine definitions and explore properties of particular quadrilaterals. Ways of classifying parallelograms, rectangles, rhombi, trapezoids, squares and cyclic quadrilaterals are discussed. The van Hiele levels of geometric thinking are introduced and teachers apply these levels to consider an example of students\u2019 geometric thinking on a task. […]<\/p>\n","protected":false},"author":66,"featured_media":231,"parent":357,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"test-blank-page","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-852","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/852","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/users\/66"}],"replies":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/comments?post=852"}],"version-history":[{"count":8,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/852\/revisions"}],"predecessor-version":[{"id":1820,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/852\/revisions\/1820"}],"up":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/357"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media\/231"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media?parent=852"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}