
06113502
j
2013a.00606
Edwards, Michael Todd
Cox, Dana C.
The frame game.
J. Math. Educ. Teach. Coll. 2, No. 2, 1827 (2011).
2011
Teachers College (TC), Columbia University, New York, NY
EN
G43
U53
R23
D73
student misconceptions
geometry
proportionality
technology
similarity
http://journals.tclibrary.org/index.php/matheducation/article/view/712
Summary: The authors explore framing, a nonmultiplicative technique commonly employed by students as they construct similar shapes. When students frame, they add (or subtract) a ``border" of fixed width about a geometric object. Although the approach does not yield similar shapes in general, the mathematical underpinnings of framing are noteworthy. Using interactive geometry software (IGS), teachers can explore mathematics behind the framing technique in greater depth while addressing student misconceptions and overgeneralizations associated with the approach in classroom settings.