Abstract

Grandfather Tang's Story (Tompert 1990) has been read in many elementary and middle school classrooms in which students engage in mathematical discoveries of simple geometric terms and relationships. In the middle grades it is possible to engage in more sophisticated investigations, which include reasoning about fractions, percents, and powers of 2. Middle school students may also engage in informal proof to show “that there are in fact just thirteen possible convex polygons that can be made from the seven Tangram pieces” (Bradford 2002, p. 4). Because “the tangram is a versatile manipulative” that can support more mathematics than originally meets the eye (Thatcher 2001, p. 394), it is time to seek a place for this story in high school mathematics classes.

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