| Summary: | 碩士 === 中原大學 === 應用數學研究所 === 102 === Abstract
In all material covered in high school mathematical class, “proof question” has been
recognized as a highly efficient mean in logic reasoning training. Unfortunately from
practical teaching experience, such training seems to be the Achilles’ tendon in modern
mathematical education. Guide line is the commonest solution in graphic proof question.
The purpose of this study focuses on giving appropriate guide lines in soling graphics
proof questions, while regains the importance of proof question, helping high school
students meet the requirement of new “nine years mathematic education architecture”:
learning logic reasoning from graphics.
Topics covered in this study are designed for students of nine grades or above. The
question becomes: what to do with guide lines, in solving graphics proof questions? This
study may not provide reference for all type of proof questions, but for graphics proof
questions offers guide line-based solving strategies.
By walking through all the material covered in this study, a known fact is that
solving graphics proof question is nothing more than using guide line, properties of
graphical objects themselves or their extended ones. Salted with graphic theories and
logic reasoning, a claim in graphics proof question can be determined, when all the
prerequisite knowledge is well prepared.
Obviously one proof question could be solved in various approaches. With further
experience and richer prerequisite knowledge, better solution could be found in time.
Teachers are expected to understand students’ learning progress and help them build
fundamentals in individual base. So most of students should be able to get involved and
discuss among piers.
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