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What actually is the problem with a parallelogram? An example for cognitive activation in mathematics education. (Was ist eigentlich problematisch an einem Parallelogramm? Ein Beispiel für kognitive Aktivierung im Mathematikunterricht.) (German)
Pädagogik 67, No. 5, 14-15 (2015).
Classification: G40 D30 D40
1
Folding, mathematization, area. I. (Pliage, mathématisation, aire. I.) (French)
Losanges, No. 24, 24-29 (2014).
Classification: G40
2
Can elementary geometry still amaze us? II. (La géométrie élémentaire peutelle encore nous étonner? II.) (French)
Losanges, No. 23, 52-58 (2013).
Classification: G40 G30
3
Quartic coincidences and the singular value decomposition. (English)
Math. Mag. 86, No. 5, 340-349 (2013).
Classification: G45 H65 G75
4
Proof without words: the length of a triangle median via the parallelogram law. (English)
Math. Mag. 86, No. 2, 146 (2013).
Classification: G45
5
Aronszajn’s criterion for Euclidean space. (English)
Am. Math. Mon. 119, No. 5, 419-422 (2012).
Classification: I95 Reviewer: Margarita Spirova (Chemnitz)
6
Different methods of proving one geometric theorem. (Različite metode dokazivanja jedne teoreme iz geometriji.) (Croatian. English summary)
MAT-KOL (Banja Luka) 17, No. 1, 13-24 (2011).
Classification: G40
7
A parallelogram equation and its application. (Jedna jednakost u paralelogramu i njezina primjena.) (Croatian)
Mat.-Fiz. List 61, No. 244, 231-233 (2010-2011).
Classification: G43 Reviewer: Dragan Blagojević (Beograd)
8
Thorough understanding of the concept of equivalence. (Důkladné porozuměn\'{i} pojmu ekvivalence.) (Czech)
Učitel Mat. 19, No. 1, 9-13 (2010).
Classification: G60 E40 G40 C30
9
On a question of Connes and Zagier regarding parallelograms inscribed in a pair of confocal ellipses. (English)
Am. Math. Mon. 117, No. 9, 828-831 (2010).
Classification: G45 Reviewer: Mowaffaq Hajja (Irbid)
10
Exploring Japanese teachers’ conception of mathematics lesson structure: similarities and differences between pre-service and in-service teachers’ lesson plans. (English)
ZDM, Int. J. Math. Educ. 40, No. 6, 941-950 (2008).
Classification: D40 G30
11
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. (English)
J. Math. Teach. Educ. 11, No. 5, 349-371 (2008).
Classification: C73 C74 D43 D44 G33 G34 B53 B54
12
Analysis of problem situations concerning the quadrilaterals: intuition, conjectures, deductions. (Analyse de situations-problèmes concernant des quadrilatères: intuitions, conjectures, déductions.) (French)
Math. Péd., No. 162, 21-34 (2007).
Classification: E50 G40 D40
13
Geometric figures and definitions (A guided tour for the beginning of secondary school). (Figure geometriche e definizioni (Un itinerario guidato per l’inizio della scuola secondaria).) (Italian)
Giovanni Battagin Editore, S. Zenone degli Ezzelini. 73 p. (2005).
Classification: G43 D43 D83
14
On the solution of a well-known problem. (K resheniyu odnoj izvestnoj zadachi.) (Russian)
Mat. Shk., No. 4, 55-56 (2004).
Classification: G43
15
The parallelograms misadventures. (Les mésaventures du parallélogramme.) (French)
Repères IREM 10, 66-90 (1993).
Classification: G40
16
DEFI: an computer tool for revealing the figure’s role and learning proofs in secondary school. (DEFI: outil informatique de révélation du rôle de la figure et d’apprentissage de la démonstration au collège.) (French)
Repères IREM 9, 35-60 (1992).
Classification: U73 U74 G43 G44 N83 N84
17
Concerning geometry in the final examination in high school. (A propos de géométrie au bac.) (French)
Repères IREM 9, 61-66 (1992).
Classification: G44 G54
18
Concerning proofs in geometry in grade 7. (A propos de la démonstration en géométrie de cinquième.) (French)
Repères IREM 7, 55-72 (1992).
Classification: G43 E53
19
To prove or not to prove, that is the question. (Démontrer ou ne pas démontrer, voilà la question.) (French)
Repères IREM 1, 5-27 (1990).
Classification: E53 G43
20
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