PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Supporting Prospective Teachers’ Understanding of Triangle Congruence Criteria
Page: 139
We report on the results of pre-post written assessments of our college geometry students’ justifying SAS to a hypothetical 10th grade student. We hypothesized that investigating transformations in the taxicab metric would perturb students’ understandings of the relationships between triangle congruence criteria and isometries, so they would more explicitly identify the properties of transformations as a necessary part of their justifications of triangle congruence criteria. We describe how the ways our geometry students’ responses on the pre/post assessments did not reveal the understandings we anticipated. We discuss conjectures of ways of introducing transformations and sojourning to taxicab geometry that might be more productive.