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- +Andrzej Solecki As a high school Geometry teacher, I agree. Even within a course, whose sole purpose in the curriculum IMHO is to teach logical reasoning skills, the aspect of this proof you speak of is often glossed over. Frustrating.Aug 23, 2012
- Would this be more acceptable if instead of the flashy applet this exercise was done with paper and scissors, after which students were asked to show why with logical reasoning (theorems)?Aug 23, 2012
- +Cati Vawda: sure, let us stay with this Chinese idea and argue why two ways of measuring the figure
**prove**something. This**is**maths. By the way, it brings a natural question why Greeks had not invented it but used a reasoning that seems much more cumbersome - it will lead to reflections on different attitudes when dealing with geometric problems.

+Teo Nikolaides: maybe calling him a philosopher would be better - and hail him for bringing to Greece the Egyptian maths which he had learnt in his travels...

Aug 23, 2012 - awesome!Aug 23, 2012
- +Andrzej Solecki: Thank you for exploring this idea further. Perhaps the experience of different attitudes and approaches to dealing with problems in other areas of life (without marginalising geometry, of course).Aug 23, 2012
- +Cati Vawda: that's that. There attitude (in some periods, at least; after all, Greek maths is the sum of results of many, many centuries) has been much more concrete; if two figures have the same measure then let us cut the first in pieces and form the other. Comparing some
**areas**attributed to both of them would seem to them really weird.Aug 23, 2012