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Adding, this explains the result A; = 5Ao. area(ABEF) = 2area(AABC); area(AHGD) = 2area(AADC); area(AHAE) = 2area(AABD); and area(AFCG) = 2area(ABCD).

Figure 7 Adding, this explains the result A; = 5Ao. area(ABEF) = 2area(AABC); area(AHGD) = 2area(AADC); area(AHAE) = 2area(AABD); and area(AFCG) = 2area(ABCD).

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In our experience, many students view mathe- matics as a collection of theorems and facts that were discovered by intelligent mathemati- cians and all they have left to do is to study them carefully. We believe it is important to help students change this view (Lavy & Shriki, 2003). One possible way is to enable students to modify the attributes of a given situation, and then pose problems that concern the newly generated situation (Brown & Walter, 1993). In this paper we wish to demonstrate the simplicity of such a process, and exemplify the idea that even a fundamental situation can serve as a trigger for discovering unknown patterns. Looking at a triangle, one can think of In our experience, many students view mathe- present an example of surprising and unex-
In our experience, many students view mathe- matics as a collection of theorems and facts that were discovered by intelligent mathemati- cians and all they have left to do is to study them carefully. We believe it is important to help students change this view (Lavy & Shriki, 2003). One possible way is to enable students to modify the attributes of a given situation, and then pose problems that concern the newly generated situation (Brown & Walter, 1993). In this paper we wish to demonstrate the simplicity of such a process, and exemplify the idea that even a fundamental situation can serve as a trigger for discovering unknown patterns. Looking at a triangle, one can think of In our experience, many students view mathe- present an example of surprising and unex-
the simplicity of such a process, and exemplify
the simplicity of such a process, and exemplify
Let ZBAC = a; ZCBA = B; ZACB = y. Then:
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