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Slightly adapted version of Plenary presented at the SOSI Geometry Imperfect Conference. 2-4 October 1996, UNISA, Pretoria. Formulation The line segments consecutively connecting the midpoints of the adjacent sides Deductive explanation A deductive analysis shows that the inscribed quadrilateral is always a rectangle,

Figure 16 Slightly adapted version of Plenary presented at the SOSI Geometry Imperfect Conference. 2-4 October 1996, UNISA, Pretoria. Formulation The line segments consecutively connecting the midpoints of the adjacent sides Deductive explanation A deductive analysis shows that the inscribed quadrilateral is always a rectangle,

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and explanation that the opposite angles of a parallelogram are equal.
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ire conceptually important for analysing the geometric properties embedded in Process versus product teaching in geometry The distinction between "processes" and "products" in mathematics education is a Proposals of MASA regarding the South African Mathematics Project, stated:
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also extremely valuable in constructing counter-examples for false conjectures. Figure 14: Pupil research in geometry However, the development of dynamic geometry has also necessitated a radical
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Figure 17: Dynamic transformation of parallelogram into this particular area is needed. understand this even at Van Hiele Level 1 (Visualization), but further research The ability to quickly and efficiently transform geometric configurations with 17. In fact, it seems quite possible that pupils would be able to accept anc
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Van Hiele Geometric Thinking LevelsDynamic Geometry SofwareProof and Proving in Mathematics EducationGeometryMathematical reasoning and proof
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