Relevant bibliographies by topics / High school geometry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'High school geometry'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High school geometry"

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Yuksel, Ismail, Gulcin Celiker, and Yetkin Soy. "The examination of high school students’ geometry self-efficacy beliefs." International Journal of Academic Research 5, no. 6 (December 10, 2013): 41–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.8.

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Okolica, Steve, and Georgette Macrina. "Integrating Transformation Geometry into Traditional High School Geometry." Mathematics Teacher 85, no. 9 (December 1992): 716–19. http://dx.doi.org/10.5951/mt.85.9.0716.

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The grades 9-12 section of NCTM's Curriculum and Evaluation Standards for School Mathematics defines transformation geometry as “the geometric counterpart of functions” (1989, 161). Further, the Standards document recognizes the importance of this topic to the high school mathematics curriculum by listing it among the “topics to receive increased attention” (p. 126). Also included on this list is the integration of geometry “across topics.”
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Schuster, Seymour, Serge Lang, and Gene Murrow. "Geometry: A High School Course." American Mathematical Monthly 93, no. 4 (April 1986): 318. http://dx.doi.org/10.2307/2323702.

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Wong, Wing-Kwong, Sheng-Kai Yin, and Chang-Zhe Yang. "Drawing dynamic geometry figures online with natural language for junior high school geometry." International Review of Research in Open and Distributed Learning 13, no. 5 (November 15, 2012): 126. http://dx.doi.org/10.19173/irrodl.v13i5.1217.

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<p>This paper presents a tool for drawing dynamic geometric figures by understanding the texts of geometry problems. With the tool, teachers and students can construct dynamic geometric figures on a web page by inputting a geometry problem in natural language. First we need to build the knowledge base for understanding geometry problems. With the help of the knowledge base engine InfoMap, geometric concepts are extracted from an input text. The concepts are then used to output a multistep JavaSketchpad script, which constructs the dynamic geometry figure on a web page. Finally, the system outputs the script as an HTML document that can be visualized and read with an internet browser. Furthermore, a preliminary evaluation of the tool showed that it produced correct dynamic geometric figures for over 90% of problems from textbooks. With such high accuracy, the system produced by this study can support distance learning for geometry students as well as distance learning in producing geometry content for instructors.<br /><br /></p>
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Battista, Michael T. "Spatial Visualization and Gender Differences in High School Geometry." Journal for Research in Mathematics Education 21, no. 1 (January 1990): 47–60. http://dx.doi.org/10.5951/jresematheduc.21.1.0047.

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The balance between visual-spatial and verbal-logical thought may determine “mathematical casts of mind” that influence how an individual processes mathematical information. Thus, to investigate the role that spatial thinking plays in learning, problem solving, and gender differences in high school geometry, spatial thought was examined along with its counterpart verbal-logical thought. The results suggest that whereas males and females differed in spatial visualization and in their performance in high school geometry, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. There was evidence of gender differences in profiles of those mental abilities that are important for geometry performance and of a teacher-by-gender interaction on geometry achievement.
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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.
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Prevost, Fernand J. "Geometry in the Junior High School." Mathematics Teacher 78, no. 6 (September 1985): 411–18. http://dx.doi.org/10.5951/mt.78.6.0411.

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The van Hiele model of the learning of geometry currently enjoys both popular and research interest. Hoffer (1981) provides an overview of the model and identifies problems that are appropriate for students at each of the five van Hiele levels, the first three of which will be considered in this paper.
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Prayito, M., Didi Suryadi, and Endang Mulyana. "Junior High School Geometry Visualization Activity." Journal of Physics: Conference Series 1179 (July 2019): 012049. http://dx.doi.org/10.1088/1742-6596/1179/1/012049.

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VIEIRA, C. M. O. B., and J. D. SILVA. "CONSTRUÇÕES GEOMÉTRICAS PARA O ENSINO DE GEOMETRIA NA 1ª SÉRIE DO ENSINO MÉDIO." Revista SODEBRAS 15, no. 180 (December 2020): 53–57. http://dx.doi.org/10.29367/issn.1809-3957.15.2020.180.53.

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Szabó, Csaba, Csilla Bereczky-Zámbó, Anna Muzsnay, and Janka Szeibert. "Students’ non-development in high school geometry." Annales Mathematicae et Informaticae 52 (2020): 309–19. http://dx.doi.org/10.33039/ami.2020.12.004.

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Dissertations / Theses on the topic "High school geometry"

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Dindyal, Jaguthsing Presmeg Norma C. "Algebraic thinking in geometry at high school level." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087865.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 15, 2005. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich, Sharon S. McCrone. Includes bibliographical references (leaves 208-219) and abstract. Also available in print.
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Cheng, Wing-kin. "A comparative study of form 4 students' problem solving strategies with or without using geometer's sketchpad." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963365.

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Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.

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Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks. This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.
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Yuceakin, Doguhan, and Paul Georgescu. "How teachers integrate digital technology in geometry in high school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34804.

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Skolverket (2013) skriver att läroplanen för gymnasieskolan ska överföra värden, förmedla kunskaper och förbereda eleverna att arbeta och medverka i samhället. Då tekniken ständigt utvecklas, förändras samhället och skolan följer även med i förändringen. Vidare skriver Skolverket (2013) att eleverna också ska kunna orientera sig och agera i en komplex verklighet med stort informationsflöde, ökad digitalisering och snabb förändringstakt. Arbetet har inspirerats av våra egna personliga erfarenheter från både vår skolgång och verksamhets förlagda utbildning. Syftet är att undersöka hur lärare integrerar digitala verktyg inom området geometri med avsikt att inspirera studenter eller redan verksamma lärare. Det teoretiska ramverket som används i studien kommer från forskarparet Dina och Pierre van Hieles nivåer om elevers geometriförståelse. Forskarparet van Hiele är i nuläget ledande inom forskning gällande elevers förståelse för geometri, den är uppdelade i fem nivåer där högre nivåer innebär djupare förståelse. För att elever ska stiga från en så kallad van Hiele-nivå till en högre krävs det att eleven tillsammans med läraren genomgår fem av van Hieles inlärningsfaser. I studien har semistrukturerade intervjuer förts med frågor av öppen art. I dataanalysen användes tematisering som redskap, det är för att lyfta datan till en högre analytisk nivå samtidigt som den sammanfattas på ett effektivt sätt. Resultatet visar att samtliga lärare använder digitala verktyg som medel främst för visualisering, de är alla positivt inställda gentemot digitala verktyg som medel och uppnår även höga van Hiele-nivåer samt inläsningsfaser i undervisningen med digitala verktyg. Det som saknas för att uppfylla alla van Hiele-nivåer och inlärningsfaser är ämnesdiskussioner med elever på ett individuellt plan.
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Strassfeld, Brenda Carol. "An investigation about high school mathematics teachers' beliefs about teaching geometry." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/1701.

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There continues to exist a dilemma about how, why and when geometry should be taught. The aim of this study was to examine high school mathematics teachers' beliefs about geometry and its teaching with respect to its role in the curriculum, the uses of manipulatives and dynamic geometry software in the classroom, and the role of proofs. In this study belief is taken as subjective knowledge (Furinghetti and Pehkonen, 2002). Data were collected from 520 teachers using questionnaires that included both statements that required responses on a Likert scale and open-ended questions. Also an intervention case study was conducted with one teacher. A three factor solution emerged from the analysis that revealed a disposition towards activities, a disposition towards an appreciation of geometry and its applications and a disposition towards abstraction. These results enabled classification of teachers into one of eight groups depending on whether their scores were positive or negative on the three factors. Knowing the teacher typology allows for appropriate professional development activities to be undertaken. This was done in the case study where techniques for scaffolding proofs were used as an intervention for a teacher who had a positive disposition towards activities and appreciation of geometry and its applications but a negative disposition towards abstraction. The intervention enabled the teacher successfully to teach her students how to understand and construct proofs. The open-ended responses on the questionnaire were analysed to obtain a better understanding of the teachers' beliefs. Four themes, the formal, intuitive, utilitarian and the mathematical, emerged from the analysis, which support the modal arguments given by Gonzalez and Herbst (2006). The findings reveal a disconnect between some high school teachers' beliefs about why geometry is important to study and the current position of the Standards Movement; and between whether geometry should be taught as part of an integrated curriculum or as a one-year course.
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Nirode, Wayne. "An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345566376.

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LaCroix, Tiffany Jo. "Resolving Apparent Inconsistencies in the Belief Systems of High School Geometry Teachers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/105039.

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This qualitative research seeks to identify and understand the beliefs of 10 high school geometry teachers that help resolve apparent inconsistencies between their espoused and enacted beliefs. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. Open coding, analytical coding, cluster identification, coding memos, and analytical memos were used to analyze the data and write summaries of the teachers' explanatory beliefs with beliefs as the unit of analysis. It was identified that teachers consistently and inconsistently enact their espoused beliefs, but there are also instances when teachers both consistently and inconsistently enact particular espoused beliefs. This endeavor necessitates a shared understanding of terms, and it was found what it means to "understand" needs to be clarified with a definition and examples from teachers. When teachers appear to not enact their espoused beliefs, explanatory beliefs were pinpointed that resolve the conflict and found the explanatory beliefs exist in at least seven macro clusters. These explanatory beliefs interact with espoused beliefs by overriding, limiting, or preventing the espoused beliefs to resolve the apparent inconsistency in teachers espoused and enacted beliefs. The explanatory beliefs with limiting and overriding interactions were found to coexist for some teachers around a teaching practice as overriding interactions are connected to constraints on the classroom whereas limiting interactions are not. It was also found that belief clusters are nested within clusters of beliefs, and these clusters allow for beliefs to cluster in isolation in different ways. This work also shows empirically that some geometry teacher beliefs are socially constructed due to the presence of common cultural artifacts and influence from mathematics teacher educators. This work has implications and future research directions in the areas of using beliefs as the unit of analysis, mapping teacher's belief systems, considering the social construction of beliefs and role of community, connecting beliefs to specific teaching practices, and educating teachers.
Doctor of Philosophy
This research seeks to understand and interpret the beliefs of 10 high school geometry teachers that resolve apparent inconsistencies between what teachers say they believe and what they do in the classroom. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. It was identified that teachers consistently and inconsistently enact their stated beliefs, but there are also instances when teachers both consistently and inconsistently enact their stated beliefs. When teachers appear to inconsistently enact their stated beliefs, it was found that teachers have logical reasons why they do so, and these reasons relate to specific teaching practices. It was also found that teacher beliefs interact with each other in different ways. Teachers' beliefs can limit or prevent the enaction of their other beliefs. In addition, school level constraints can override the enaction of some teacher beliefs. This research shows that some beliefs are held by different teachers from vastly different schools which suggests that some geometry teacher beliefs are held socially. The findings from this research have implications for teacher education
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Mainali, Bhesh. "Investigating the relationships between preferences, gender, and high school students' geometry performance." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6315.

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In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013–2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students. For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
Ph.D.
Doctorate
Education and Human Performance
Education; Math Education Track
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Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.

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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Somayajulu, Ravi B. "Building Pre-Service Teacher’s Mathematical Knowledge for Teaching of High School Geometry." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1348805530.

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Books on the topic "High school geometry"

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Lang, Serge. Geometry: A high school course. 2nd ed. New York: Springer-Verlag, 1988.

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Littell, McDougal. Georgia high school mathematics. Evanston, Ill: McDougal Littell, 2008.

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Carlson, Philip. Solutions Manual for Geometry: A High School Course. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7.

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Carlson, Philip. Solutions manual for Geometry: A high school course by S. Lang and G. Murrow. New York: Springer-Verlag, 1994.

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Ml. Geometry, grades 9-12 notetaking guide: Mcdougal littell high school math new mexico. [Place of publication not identified]: Holt Mcdougal, 2007.

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Geometry practice workbook with ex. ma grades 9-12: Mcdougal littell high school math massachusetts. [Place of publication not identified]: Holt Mcdougal, 2001.

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A higher geometry. New York: Henry Holt, 2006.

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Leff, Lawrence S. Let's review. New York: Barron's Educational Series, 1988.

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Let's review. Hauppauge, N.Y: Barron's Educational Series, 2008.

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Leff, Lawrence S. Let's review. 2nd ed. Hauppauge, N.Y: Barron's Educational Series, 1997.

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Book chapters on the topic "High school geometry"

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Jiang, Zhonghong. "Dynamic Geometry Technology in High School Classrooms." In Communications in Computer and Information Science, 537–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22603-8_47.

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Allen, G. Donald. "Geometry Meets Algebra – Super-Conic Constructions, Part I." In Pedagogy and Content in Middle and High School Mathematics, 101–6. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_27.

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Allen, G. Donald. "Geometry Meets Algebra – Super-Conic Constructions, Part II." In Pedagogy and Content in Middle and High School Mathematics, 107–11. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_28.

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Carlson, Philip. "Distance and Angles." In Solutions Manual for Geometry: A High School Course, 1–20. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_1.

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Carlson, Philip. "Transformations." In Solutions Manual for Geometry: A High School Course, 98–113. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_11.

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Carlson, Philip. "Isometries." In Solutions Manual for Geometry: A High School Course, 114–27. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_12.

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Carlson, Philip. "Coordinates." In Solutions Manual for Geometry: A High School Course, 21–26. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_2.

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Carlson, Philip. "Area and the Pythagoras Theorem." In Solutions Manual for Geometry: A High School Course, 27–37. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_3.

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Carlson, Philip. "The Distance Formula." In Solutions Manual for Geometry: A High School Course, 38–42. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_4.

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Carlson, Philip. "Some Applications of Right Triangles." In Solutions Manual for Geometry: A High School Course, 43–52. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-0861-7_5.

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Conference papers on the topic "High school geometry"

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"Automated Generation of Geometry Questions for High School Mathematics." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004795300140025.

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AR, Arista Nur Jannah, Dwi Juniati, and Raden Sulaiman. "Studentsr Argumentation for Solving Geometry in Junior High School." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.39.

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Mamiala, Dikeledi, Andile Mji, and Sibongile Simelane-Mnisi. "INTERACTIVE TEACHING AND LEARNING OF EUCLIDEAN GEOMETRY IN HIGH SCHOOL." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1973.

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Serpe, Annarosa. "GEOMETRY OF DESIGN IN HIGH SCHOOL - AN EXAMPLE OF TEACHING WITH GEOGEBRA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0668.

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Nugraheni, Zahra, Budiyono, and Isnandar Slamet. "Geometry strategic competence of junior high school students based on sex difference." In INTERNATIONAL CONFERENCE AND WORKSHOP ON MATHEMATICAL ANALYSIS AND ITS APPLICATIONS (ICWOMAA 2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5016663.

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Conner, Kimberly, and Brooke Krejci. "Instructional tensions faced while engaging high school geometry students in SMP3 tasks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-342.

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Mamiala, Dikeledi, Andile Mji, and Sibongile Simelane-Mnisi. "EXPLORING STUDENTS’ ANXIETY ABOUT THE LEARNING UNDERSTANDING OF GEOMETRY IN HIGH SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1635.

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Primasanti, Iftitah, Somakim, Darmawijoyo, and Ning Eliyati. "The Development of HOTS Problems on Geometry and Measurement for Junior High School." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.084.

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Didi, Suryadi, Prayito Muhammad, and Mulyana Endang. "Hypothetical Learning Trajectory Of Students On Learning Geometry In Junior High School Grade 7Th." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.38.

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Margolis, Claudine, Michael Ion, Patricio Herbst, Amanda Milewski, and Mollee Shultz. "Understanding instructional capacity for high school geometry as a systemic problem through stakeholder interviews." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-94.

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