Currently, I'm preparing for the InSITE 2009 conference, which will this year take place in Macon, Georgia, US from June 12th to June 15th. I'm giving a talk called A Taxonomy as a Vehicle for Learning with my colleague Cornelia Brodahl from the University of Agder.

This is my first InSITE conference. It seems to cover a wide area, judging from the titles of the talks. (But one should NEVER judge from the titles of the talks...)

I will probably be blogging during the conference on the most interesting talks.

## Sunday, May 31, 2009

## Monday, May 25, 2009

### ESU 6

I have received notice that ESU 6 (European Summer University on the history and epistemology of mathematics education) will be in Vienna (Austria) from 19 to 23 July 2010. (More information will be available in the next HPM Newsletter.)

Personally, I have enjoyed taking part in the ESU 4 in Uppsala and the ESU 5 in Prague, and am looking forward to going to Vienna for this conference.

Personally, I have enjoyed taking part in the ESU 4 in Uppsala and the ESU 5 in Prague, and am looking forward to going to Vienna for this conference.

## Friday, May 22, 2009

### Triangles in triangles

In an in-service course for teachers at “mellomtrinnet” (pupils age 9-13), I gave the participants the following exercise in GeoGebra: draw a triangle. Find the midpoint of each side of the triangle. Use these three midpoints as corners for a new triangle.

The somewhat interesting fact is that the new triangle will have the same shape as the original one. This can of course be easily proved, but at this level, the pupils could also just explore the triangles in GeoGebra and see that it seems right.

I then asked the teachers what else they could use this quite simple figure for. Are other mathematical concepts involved? Indeed, there are lots of things to be found:

You can find all the angles of the original triangle repeated several times inside this figure. In particular, you can find them repeated next to each other, so that you see that the three angles taken together is 180 degrees.

You can observe that the original triangle has now been divided into four congruent triangles. Thus, dividing each of the original sides into two, has lead to dividing the area into four. This could be a useful reminder for the pupils. If you also discuss the (omkrets) of each of the new triangles, you will find that they are half of the original (omkrets). Again: a useful reminder of the difference in the behaviour of area and (omkrets).

Of course, there are also parallel lines involved.

If you repeat the operation (that is, find the midpoints of the sides of the new triangle and create yet another triangle using these midpoints as corners) several times, you will get in touch with the idea of fractals. Moreover, you can keep discussing the lengths and areas of each triangle. (Repeating this operation many, many times is very simple in GeoGebra if you create a new tool for this job.)

Thus, by means of a very simple drawing, many important concepts from the curriculum can be discussed. Of course, formal proofs can also be introduced if the teacher wishes.

Do you see other interesting aspects of this drawing – or want to draw my attention to similar examples – please leave a comment below.

## Monday, May 18, 2009

### New blog!

Welcome to this new blog!

Previously, I have had a blog called Bjørn's maths blog where I have blogged about mathematics. This turned out to be a bit too narrow, as I would like to blog also on other topics related to my job, such as teacher education in general. Therefore I've started this blog, which will include both mathematics-related and other subjects.

Enjoy!

Previously, I have had a blog called Bjørn's maths blog where I have blogged about mathematics. This turned out to be a bit too narrow, as I would like to blog also on other topics related to my job, such as teacher education in general. Therefore I've started this blog, which will include both mathematics-related and other subjects.

Enjoy!

Subscribe to:
Posts (Atom)