Much of formal geometry is based on unambiguous definitions that can be used to develop and prove theorems. Is it possible that such clear and precise definitions can hinder conceptual understanding? Just what role should definitions play in the mathematics classroom? Should students be told definitions? Or should they be asked to develop them? In this era of educational reform, we are emphasizing student involvement in discourse.
These students produced incorrect answers, but their teacher helped them ultimately become more proficient with computation by skillfully leveraging their prior understanding.
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