ABSTRACT
K-12 curriculum • Specific topics from the geometry cur-
riculum • Attract students' attention with unusual
measurement
Where have we come in the past few years as far as the teaching of geometry? Consider teaching about the medians of a tri-
angle and that they are all concurrent. Not too many years ago, teachers had only chalkboards, chalk, board compasses, and straightedges to work with. Usually, for the sake of time, figures were drawn freehand on the board and used as the focus of discussion. Often the productions were sufficient, but many times the sketches were inaccurate and statements to the class like, "Well, you know what I mean" were common. Figure 11.1 gives an example of how that statement was used.
