I'll let the video speak for itself...

I would really appreciate dialog here, focusing more on instructional methods -- balanced vs blended, conceptual development AND procedural understanding, etc.

Hope this helpful to someone...

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## 3 comments:

To be that rebel kid on the back row: How do you justify the assumption that the largest inscribed rectangle has to share one of its sides with the base of the triangle?

To be that rebel kid on the back row: How do you justify the assumption that the largest inscribed rectangle has to share one of its sides with the base of the triangle?

--but you're not a rebel without a cause! I briefly mentioned the issue of orientation, but I quickly went past that because that wasn't my focus. However you are absolutely correct and once we entertain ideas from students, we have to be prepared for these types of questions or at least be willing to take the risk of opening them up. I agree. There are other ways to place the rectangle but for this video there was an implicit assumption about the orientation.I should have made that clear. Thank you for this comment. Without you and the others who care about education there is little point in my continuing this blog.

One more comment. How do I encourage discussion of pedagogy rather than the focus on a particular geometry problem? I try but to little avail.

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