Ha Noi Metropolitan University Faculty of Education

HA NOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
HÀ MINH THU
GEOGEBRA DEMONSTRATION OF SHEARING PROOFS

FOR THE PYTHAGOREAN THEOREMS
THESIS OF GRADUATION
Branch: Math education
Ha Noi, 2024
HA NOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
HÀ MINH THU
GEOGEBRA DEMONSTRATION OF SHEARING PROOFS

FOR THE PYTHAGOREAN THEOREMS
THESIS OF GRADUATION
Branch: Math education
SUPERVISOR: TA DUY PHUONG

Teacher signed
Ha Noi, 2024
ACKNOWLEDGEMENTS
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LETTER OF DECLARATION
The Graduation Project "GeoGebra demonstration of shearing proofs for

Pythagorean theorems" is the product of my personal research, that was supported
and under the direction of Associate Professor PhD Ta Duy Phuong, and it has
never been published in any other work, I thus state. Throughout the
implementation process of this project, I took research ethics seriously; all findings
of this project are the product of my own study and surveys; and all references in
this project are properly referenced in accordance with rules.
I take full responsibility for the accuracy of the data, numbers, and other elements
of my project.
Hanoi, (day) ……… (month) ……. (year) 20….
Author
Hà Minh Thu
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List of tables
Table 1. Some important GeoGebra commands.......................................................25
Table 2. The area-preserving property of a shearing in “Euclid’s Element”............42
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List of figures
Figure 1.1. The user interface...................................................................................10
Figure 1.2. A custom bar after being displayed by clicking the mouse...................10
Figure 1.3. Point drawing tool..................................................................................11
Figure 1.4. Draw a point by clicking on a point in the geometry area.....................11
Figure 1.5. Options when right-clicking on a point.................................................11
Figure 1.6. Group of tools for drawing lines, segments, and rays...........................12
Figure 1.7. Drawing a line, a segment, and a ray.....................................................12
Figure 1.8. Drawing the intersection of two lines....................................................13
Figure 1.9. Drawing the midpoint of a segment.......................................................13
Figure 1.10. Group of tools for Section 1.5.4.3.......................................................13
Figure 1.11. Drawing a perpendicular/parallel line..................................................14
Figure 1.12. Drawing a pentagon.............................................................................14
Figure 1.13. Regular polygon drawing tool and the number of sides........................15
Figure 1.14. Drawing a regular polygon..................................................................15
Figure 1.15. Circle drawing tools.............................................................................16
Figure 1.16. Arc-drawing tools................................................................................17
Figure 1.17. Drawing a right-angled.......................................................................17
Figure 1.18. Drawing a parallelogram.....................................................................18
Figure 1.19. Translate a triangle...............................................................................18
Figure 1.20. Translation tool....................................................................................19
Figure 1.21. Slider tool.............................................................................................19
Figure 1.22. Dialog box Slider.................................................................................19
Figure 1.23. A slider in GeoGebra...........................................................................19
Figure 1.24. Using GeoGebra to display the motion of a parallelogram through
translation..................................................................................................................20
Figure 2.1. Pythagoras the Mathematician...............................................................24

Figure 2.2. “Don't see your big shadow on the wall and think you're great”-
Pythagoras.................................................................................................................25
Figure 2.3. Pythagorean equation.............................................................................25
Figure 2.4. Babylonian clay tablets..........................................................................26
Figure 2.5. One picture image in the book “Cửu chương toán thuật”. [14].............26
Figure 2.6. Liu Hui “tangram” proof of the Pythagorean theorem. [15].................27
Figure 2.8. Proving the Pythagorean Theorem in the General Math Program.........28
Figure 3.1. Shearing Mapping..................................................................................31

Figure 3.2. Shear Transformations in 2D space.......................................................32
Figure 3.3. Shearing a rectangle into a parallelogram.............................................33
Figure 3.4. Euclid - Proposition I.35........................................................................34
Figure 3.5. Use GeoGebra’s tool to prove Proposition I.35.....................................35
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Figure 3.7. Utilize the GeoGebra to test Proposition I.37........................................37
Figure 3.9. Utilize the GeoGebra to test Proposition I.41........................................39
Figure 4.1. Euclid's Windmill..................................................................................42

Figure 4.2. Ponder the area of squares and rectangles.............................................42
Figure 4.3. Shearing proof in a variant of Euclid’s Windmill..................................43
Figure 4.4. Variation of Euclid's Windmill...............................................................44
Figure 4.5. The area-preserving shearing in Euclid-Proposition 47........................46
Figure 4.6. Windmill Light.......................................................................................48
Figure 4.7. Ann's geometric developing based on the Euclid’s Windmill...............49
Figure 4.8. The analytic-geometry in Ann Condit’s proof.......................................50
Figure 4.9. The area-preserving shearing in Ann Condit’s proof.............................51
Figure 4.10. Christiaan Huygens's Proof.................................................................53
Figure 4.11. The area-preserving shearing in Christiaan Huygens’s proof..............53
Figure 4.12. Kurrah creates the bride’s chair...........................................................57
Figure 4.13. Kurrah’s first proof..............................................................................57
Figure 4.14. B.F. Yanney's prove.............................................................................58
Figure 4.15. The area-preserving shearing in B.F. Yanney's proof..........................60
Figure 4.16. Ibn Kurrah’s second proof...................................................................61
Figure 4.17. The area-preserving shearing in Ibn Kurrah’s second proof...............62
Figure 4.18. Douglas Rogers's proof........................................................................63
Figure 4.19. Philip Voets's Proof..............................................................................65
Figure 4.20. Grap the Pappus Theorem...................................................................66
Figure 4.21. Contents of Pappus Theorem...............................................................67
Figure 4.22. The area-preserving shearing in Pappus Theorem...............................69
Figure 4.23. Use Pappus Theorem for proving Pythagorean Theorem....................70
Figure 4.24. Euclid - Proposition I.43......................................................................71
Figure 4.25. W. J. Hazard’s Theorem.......................................................................72
Figure 4.26. Contents of W. J. Hazard’s theorem.....................................................72
Figure 4.27. Prove W. J. Hazard’s theorem..............................................................73
Figure 4.28. Use W. J. Hazard’s Theorem for proving Pythagorean Theorem........74
Figure 4.29. An orthodiagonal quadrilateral............................................................75
Figure 4.30. Types of Orthodiagonal Quadrilaterals................................................75
Figure 4.31. Orthodiagonal quadrilateral inscribed into rectangle..........................76
Figure 4.32. Area of Orthodiagonal Quadrilaterals..................................................77
Figure 4.33. Diagonal line of Orthodiagonal Quadrilaterals....................................77
Figure 4.34. Properties of diagonal line of Orthodiagonal Quadrilaterals...............78
Figure 4.35. The first proof of the Pythagorean theorem used altitude extensions..79
Figure 4.36. The area-preserving shearing in the first proof of the Pythagorean
theorem used altitude extensions..............................................................................80
Figure 4.37. The second proof of the Pythagorean theorem used altitude extensions.
...................................................................................................................................81
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Figure 4.38. The area-preserving shearing in the first proof of the Pythagorean
theorem used altitude extensions..............................................................................82
Figure 4.39. Characterizations of Orthodiagonal Quadrilaterals.............................83
Figure 4.40. Generalized the Pythagorean theorem based on a convex quadrilateral.
...................................................................................................................................83
Figure 4.41. Prove the characterizations of an orthodiagonal quadrilateral............84
Figure 4.42. The area-preserving shearing in the characterizations of an
orthodiagonal quadrilateral.......................................................................................86
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TABLE OF CONTENTS
List of tables.............................................................................................................
List of figures...........................................................................................................
INTRODUCTION.....................................................................................................
1. Motivation research topics...............................................................................1
2. Research objectives............................................................................................2
3. Research method.................................................................................................2
4. Object and scope of the study.............................................................................3
5. Scientific theories..............................................................................................3
6. Mandate research.............................................................................................3
7. The structure of the Thesis..............................................................................3
CONTENT...............................................................................................................
CHAPTER 1: THEORETICAL AND PRACTICAL CONSIDERATIONS
OF TEACHING GEOMETRY WITH GEOGEBRA...............................................
1.1. Intuition in the cognitive process.....................................................................4
1.2. Levels of geometric thinking according to Van Hiele’s perspective...............4
1.3. Characteristics of geometrics knowledge at the current secondary school
level in Vietnam......................................................................................................5
1.4. Some considerations for teaching the Intuitive Geometry subject in
secondary school under the New Vietnamese Mathematics Curriculum...............6
1.5. GeoGebra application...................................................................................9
1.5.1. Practical situation.............................................................................................9
1.5.2. What is GeoGebra?........................................................................................10
1.5.3. GeoGebra interface........................................................................................10
1.5.4. Some basic tools...............................................................................................11
1.5.4.1. Draw a point.............................................................................................11
1.5.4.2. Create lines, rays, line segments, intersections and a midpoint.............12
1.5.4.3. Create parallel, perpendicular, and parallel lines to each other............13
1.5.4.4. Draw polygons.........................................................................................14
1.5.4.5. Draw a circle............................................................................................16
1.5.5. Drawing combines tools and commands.......................................................17
1.5.5.1. Draw a right triangle...............................................................................17
1.5.5.2. Draw a parallelogram..............................................................................18
1.5.6. Use GeoGebra to demonstrate a translation................................................18
1.5.6.2. Use GeoGebra’s command to demonstrate a translation.......................19
1.5.6.3. Using GeoGebra to create a slider...........................................................19
1.5.6.4. Use GeoGebra to display the motion of an object through translation. 20
1.5.7. List of planar geometry commands in GeoGebra........................................21
CONCLUSION OF CHAPTER 1........................................................................
CHAPTER 2: PYTHAGORAS AND THE PYTHAGOREAN THEOREM.........
2.1. Pythagoras the Mathematician. [8]................................................................24
2.2. Pythagorean Theorem.................................................................................25
2.2.1. Contents of the Pythagorean Theorem.........................................................25
2.2.2. History of the Pythagorean Theorem............................................................26
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2.3. Proving the Pythagorean Theorem in the General Education Program in Viet
Nam......................................................................................................................28
CHAPTER 3: GEOGEBRA IS USED IN THE AREA-PRESERVING
SHEARING METHOD...........................................................................................
3.1. Area-preserving shearing method..................................................................31
3.1.1. Overview of shear mapping...........................................................................31
3.1.2. Shearing in two-dimensional (2D) space.......................................................31
3.2. The area-preserving property of a shearing...................................................33
3.2.1. Euclid's Elements, Book I, Proposition 35 ( [19], p.36)...............................34
3.2.1.1. Use GeoGebra’s tool to prove Euclid - Proposition I.35........................34
3.2.1.2. Prove the Euclid - Proposition I.35.........................................................35
3.2.2.1. Utilize the GeoGebra to test Proposition I.37.........................................36
3.2.3.1. Utilize the GeoGebra to test Proposition I.41.........................................38
3.2.4. The area-preserving property of a shearing in Euclid’s Element..............39
CHAPTER 4: SHEARING PROOFS USING THE GEOGEBRA FOR
PYTHAGOREAN THEOREMS............................................................................
4.1. Review the Pythagorean Theorem.................................................................41
4.2. Shear, Shape and Area.................................................................................41
4.3. Euclid's Windmill........................................................................................42
4.3.1. Application GeoGebra to draw Euclid’s Windmill......................................42
4.3.2. Shearing proof in a variant of Euclid’s Windmill........................................43
4.3.2.1. The area-preserving shearing in a variant of Euclid’s Windmill..........43
4.3.2.2. Application GeoGebra to drawing a variant of Euclid’s Windmill........44
4.3.2.3. Application GeoGebra to prove the area-preserving shearing in a
variant of Euclid’s Windmill.................................................................................44
4.3.3. Euclid’s proof of the Pythagorean Theorem. ( [19], p.48)...........................46
4.3.3.1. Application GeoGebra to prove the area-preserving shearing in Euclid-
Proposition 47.......................................................................................................46
4.3.3.2. The analytic-geometry proof in Euclid-Proposition 47..........................48
4.3.4. Ann Condit’s proof of the Pythagorean theorem.........................................49
4.3.4.1. Application GeoGebra to drawing Ann Condit’s proof..........................49
4.3.4.2. The analytic-geometry in Ann Condit’s proof........................................50
4.3.4.3. About Ann Condit’s proof........................................................................51
4.3.4.4. Application of GeoGebra to prove the area-preserving shearing in Ann
Condit’s proof........................................................................................................51
4.3.5. Christiaan Huygens’s proof of the Pythagorean theorem...........................52
4.3.5.1. Application GeoGebra to drawing Christiaan Huygens’s proof............53
4.3.5.2. Application of GeoGebra to prove the area-preserving shearing in
Christiaan Huygens’s proof..................................................................................53
4.3.6. Remarks on proving the Pythagorean theorem using Euclid's windmill.. 55
4.4. The bride’s chair..........................................................................................57
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4.4.1. Introduction about the bride’s chair.............................................................57
4.4.2. Ibn Kurrah’s first proof of the Pythagorean theorem.................................57
4.4.3. B.F. Yanney’s proof of the Pythagorean theorem.........................................58
4.4.3.1. Application GeoGebra to drawing B.F. Yanney's proof.........................58
4.4.3.2. Application of GeoGebra to prove the area-preserving shearing in B.F.
Yanney's proof.......................................................................................................59
4.4.4. Ibn Kurrah’s second proof of the Pythagorean theorem............................61
4.4.4.1. Application GeoGebra to drawing Ibn Kurrah’s second proof..............61
4.4.4.2. Application of GeoGebra to prove the area-preserving shearing in Ibn
Kurrah’s second proof..........................................................................................61
4.5. Douglas Rogers’s proof of the Pythagorean theorem....................................63
4.5.1. Application GeoGebra to drawing Douglas Rogers’s proof.......................63
4.5.2. Application of GeoGebra to prove the area-preserving shearing in Douglas
Rogers’s proof...........................................................................................................63
4.6. Philip Voets’s proof the Pythagorean theorem...............................................64
4.6.1. Application GeoGebra to drawing Philip Voets’s proof..............................65
4.6.2. Application of GeoGebra to prove the area-preserving shearing in Philip
Voets’s proof..............................................................................................................65
4.7. Use Pappus Theorem for proving Pythagorean Theorem..............................66
4.7.1. Pappus Theorem.............................................................................................66
4.7.1.1. Application GeoGebra to drawing Pappus Theorem..............................66
4.7.1.2. Contents of Pappus Theorem..................................................................66
Pappus Theorem...................................................................................................68
4.7.2. About Pappus’s theorem................................................................................69
4.7.3. Specialization of Pappus’s theorem...............................................................69
4.8. Use W. J. Hazard’s Theorem for proving Pythagorean Theorem..................71
4.8.1. Euclid's Elements, Book I, Proposition 43 ( [19], page 44)........................71
4.8.2. W. J. Hazard’s Theorem.................................................................................72
4.8.2.1. Application GeoGebra to drawing Hazard’s Theorem...........................72
4.8.2.2. Contents of W. J. Hazard’s theorem........................................................72
4.8.2.3. Application of GeoGebra to prove the area-preserving shearing in W. J.
Hazard’s theorem..................................................................................................73
4.8.3. Specialization of W. J. Hazard’s theorem.....................................................74
4.9. Use Orthodiagonal Quadrilaterals to prove the Pythagorean theorem..........75
4.9.1. Introduction about Orthodiagonal Quadrilaterals......................................75
4.9.1.1. Definition.................................................................................................75
4.9.1.2. Types of Orthodiagonal Quadrilaterals..................................................75
4.9.2. Some properties of Orthodiagonal Quadrilaterals......................................76
4.9.2.1. Area of Orthodiagonal Quadrilaterals....................................................76
4.9.2.2. Diagonal line of Orthodiagonal Quadrilaterals.....................................77
4.9.3. The Pythagorean theorem is proved by extending the altitude of a right
triangle.......................................................................................................................79
4.9.3.1. The first proof of the Pythagorean theorem used altitude extensions...79
4.9.3.2. The second proof of the Pythagorean theorem used altitude extensions.
...............................................................................................................................81
4.9.4. Floor van Lamoen generalized the Pythagorean theorem..........................83
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4.9.4.1. Characterizations of Orthodiagonal Quadrilaterals..............................83
4.9.4.2. Generalized the Pythagorean theorem based on a convex quadrilateral.
...............................................................................................................................83
4.9.4.3. Application GeoGebra to drawing the characterizations of an
orthodiagonal quadrilateral.................................................................................84
4.9.4.4. Application of GeoGebra to prove the area-preserving shearing in the
characterizations of an orthodiagonal quadrilateral..........................................85
4.9.4.5. Specialization in Orthodiagonal Quadrilateral Characterizations........87
CONCLUSION AND RECOMMENDATION...................................................
1. Conclusion.......................................................................................................89
2. Recommendation............................................................................................89
3. Extension.........................................................................................................90
REFERENCES......................................................................................................
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INTRODUCTION
1. Motivation research topics.
Student learning has taught forward multiple modifications in the modern
technology age. The process of self-eliminates the method of mechanically
memorizing information. Following been exposed to a variety of knowledge
sources, students are motivated to respond to the questions that come up.
Computers and information technology are becoming more and more integrated
into learning and play. Information technology has been penetrating most fields,
becoming increasingly important and indispensable in economic and social
development, including the field of education and training, with the purpose of:
continuing to strongly innovate teaching and learning methods in a modern
direction.
Thus, the use of instructional software in the classroom partially satisfies
the overarching objectives of the ongoing process of comprehensive fundamental
innovation in education. Software that is specifically designed for use in the
teaching process is known as teaching software provided with an abundance of
well chosen, thorough, and excellent material, making learning for students
engaging, appealing, and simple to assimilate. It also provides teachers with the
means to differentiate instruction and make it more tangible, which enhances
students’ learning. Elevate each student’s enthusiasm, proactivity, and
inventiveness; establish conducive learning environments for educators to do
research, teach, and self-study in line with each student's needs, interests, and
capabilities.
In order to develop students’ capacity for autonomous work and learning,
innovative material and teaching strategies are crucial, and instructional software
plays a significant role in their implementation. create and adjust to
contemporary culture. In the early years of my teaching career, I saw that pupils
frequently struggled with geometry and were quite terrified of it, particularly
1
when it came to geometric ideas including abstract material and unsubstantiated
formulae.
It is believed that mathematics is a provable science. That is just one part of
it, though. A mathematical theorem cannot be proved without first being
predicted. I have progressively used instructional tools like GeoGebra to make
animations that help students learn geometric ideas and demonstrate how to
educate with the use of teaching aids. This has been particularly useful for eighth
grade students studying the Pythagorean theorem. Throughout the geometry
curriculum, the Pythagorean theorem is a crucial theorem. In order to add energy
to the class, pique students' curiosity, and support teachers in using GeoGebra
more skillfully, I suggest my thesis topic: “GeoGebra demonstration of shearing
proofs for the Pythagorean theorems”
2. Research objectives.
Borrowing on theoretical research, the state of geometry education in
secondary schools today, and the demands of the new curriculum on geometric
knowledge and student capacity development, to develop methods of instruction
for the Pythagorean theorem that take into account the skills and knowledge of
the students. When students continue the curriculum at the level of high school,
they will be equipped with a strong geometric foundation and will be able to
contribute to the innovation of current teaching techniques.
3. Research method.
Theoretical research methods: Research and study materials on themes
pertaining to the thesis's subject. Gather theoretical knowledge about math
instruction techniques, conduct frequent literature searches, and look at research
papers on the GeoGebra instructional program.
Investigation-observation method: Using surveys, in-person interviews with
secondary school instructors, or observations, investigate the state of
comprehensive subject teaching and learning at select secondary schools.
2
Pedagogical experimental methods: Set up trial classes at a few high
schools to evaluate the viability and efficiency of the suggested instructional
strategies.
Method of summarizing experience: Consult literature on the relationship
between information technology and education as well as reports on the use of
Technology in the classroom.
4. Object and scope of the study.
Research object: Secondary school education involves the process of
educating all students appropriate teaching strategies for all student levels
Research object: Investigating the elements of mathematical reasoning
ability and strategies for helping middle school pupils improve their reasoning
abilities using intuitive aids.
Scope of research: Students in secondary school.
5. Scientific theories.
Identify issues with teaching geometry and provide solutions based on
theory and practice. Make use of suitable visual aids to help pupils improve their
ability to reason in the classroom. The quality of teaching and learning about
mathematics in secondary educational institutions is enhanced by secondary
schools.
6. Mandate research.
Examine theoretical stances on the capacity for mathematical thinking and
offering a few instructional strategies to improve students' capacity for thinking
while teaching geometry with visual aids. Educational trials to confirm and
assess the viability of scientific theories and research inquiries.
7. The structure of the Thesis.
The Sign of the Thesis is presented in four chapters:
- Chapter 1: Theoretical and practical considerations of teaching Geometry with
GeoGebra.
- Chapter 2: Pythagoras and The Pythagorean Theorem.
3
- Chapter 3: GeoGebra is used in the Area-preserving Shearing method.
- Chapter 4: Shearing proofs using the GeoGebra for Pythagoreans Theorem.
4
CONTENT
CHAPTER 1: THEORETICAL AND PRACTICAL
CONSIDERATIONS OF TEACHING GEOMETRY WITH
GEOGEBRA.
1.1. Intuition in the cognitive process.
According to J. Bruner [1] [2] learning is a cognitive process through three
modes (Learning modes), which he believes follow the following order: Enactive
(sensation motor); Iconic (visual image); Symbolic (abstract representation).
Thus, when learning geometry, students can sequentially pass through stages of
thinking, from concrete, intuitive forms of thinking (Enactive and Iconic stages)
to abstract, logical forms of thinking.
1.2. Levels of geometric thinking according to Van Hiele’s perspective.
Van Hiele theory (also known as Van Hiele diagram) provides a profound model
to study students' geometric thinking. [3]
Level 1: Image: Because learners view space as a whole that exists around
them, geometry is regarded as the "whole" rather than the typical aspects of space
(the number of edges, side length, angle measure). Learners at this level can
expand their understanding of geometrically formed things (for example, an open
door is rectangular, a birthday cake is circular, and so on). Thinking learners
examine visual items based on their visual value rather than logical reasoning.
Level 2: Evaluation: Learners first become aware of the characteristics of
geometry through experiences in learning and educational activities. Geometric
characteristics (squares have four equal sides, rectangles have two equal long
sides and two equal short sides) serve as the foundation for identifying geometric
shapes.
Level 3: Implicit reasoning: Learners may make correct judgments about
geometric connections by expressing the necessary and sufficient requirements
5
for a form to be a square, rectangle, or other shape. Learners do not grasp or
cannot prove the logic of a geometric proof.
Level 4: Logical Reasoning: Students can readily establish the exact value
of a statement concerning the relationship between forms. Learners at this level
provide us with parts based on logic rather than intuition.
Level 5: Ideological Geometry: Learners may recognize the geometric
axiomatic system, which plays an important part in the development of abstract
forms in the axiomatic approach.
The Van Hiele Diagram asserts that learners progress through five cognitive
levels, of which “Level 0” is Visualization. At this level, students recognize
shapes by their own appearance or by comparing them with a known prototype.
The properties of a shape have not been determined. At this level, students make
decisions based on intuition rather than reasoning. Thus, Van Hiele's theory has
also clearly established the intuitive geometry stage in the process of students'
geometry cognition.
1.3. Characteristics of geometrics knowledge at the current secondary
school level in Vietnam.
First of all, looking back at the geometric knowledge circuit mentioned in
the curriculum and current Primary School Mathematics textbooks [4], we see:
the content mainly depends on the arithmetic knowledge circuit; many exercises
and situations only have a "shell" of geometry, but the essence of the problem is
arithmetic (or algebra); there are not many opportunities for students to develop
their imagination and creative thinking.
For the secondary school level [4], because the concept of teaching
geometry in secondary school is not thoroughly understood as "logical
geometry", right in the first chapter of geometry in the book, students encounter
concepts, definitions, and principles. topics and relationships between those
concepts, definitions, and axioms with requirements for accuracy and rigor.
6
Therefore, when learning this knowledge, children encounter obstacles due to not
being fully prepared for the ability to recognize it.
It can be said that the current content of geometry knowledge at the
secondary school level has tried to ensure accuracy and mathematical rigor
(according to the logic of developing Euclid's geometry on the basis of the
Hilbert axiom system), has initially provided accurate definitions of geometric
concepts, and at the same time proved a number of important theorems or
properties. However, that has made geometry content at the middle school level
difficult for many students. In addition, the current system of geometry exercises
at the secondary school level has many exercises containing many complex
concepts, properties and theorems, focusing on reasoning and explanation skills
and sophisticated techniques. These factors lead to students' psychology being
reluctant to learn Geometry, and the results of learning geometric knowledge are
still limited. As a result, modifications are necessary to make geometry
instruction in secondary schools more appropriate for students.
1.4. Some considerations for teaching the Intuitive Geometry subject in
secondary school under the New Vietnamese Mathematics Curriculum.
The new Math program follows the logic of geometric cognition in
particular and trains students' mathematical abilities in general. Therefore, when
introducing the concept of Intuitive Geometry, the curriculum emphasized: "The
process of children's geometric cognition needs to go from specific to general,
from visual images to known geometric concepts. analysis, proof. During this
stage (for example, the period from grade 1 to grade 6), students are introduced
to learning geometry with visual images or with visual aids (real objects), there is
no element of reasoning; students in grades 7, 8, and 9 also learn spatial
geometry with a similar approach". [5]
From the points presented above, teaching Intuitive Geometry in the new
Mathematics curriculum at secondary school level needs to thoroughly grasp the
following requirements:
7
*Do not consider the Geometry and Measurement circuit in the new
Mathematics curriculum at the junior high school level as strictly systematized
Euclidean Geometry based on axioms but as Euclidean Geometry systematized
based on "intuitive" axioms. and experiment. Determining and designing the
content of geometric knowledge must comply with the logic of geometric
cognition in particular and form students' mathematical capacity in general. [6]
Teaching Intuitive Geometry must first be based on students' understanding
and contact with real images and objects in space, especially interactions with
different geometric forms of objects. real entities in the transformation phase of
real objects both in two and three dimensions. The world around students is filled
with images of real objects, and their geometric relationships. Therefore, teaching
Intuitive Geometry to students needs to start with teaching through real objects,
images, videos, visualizations, and activities, especially manual operations. Then,
form common characteristics that characterize groups of similar objects and
phenomena. Thus, a symbol or concept of visual nature can be "transferred" into
mathematical language and "anchored" in the form of a concept for students. Just
like any cognitive process, thinking (especially spatial thinking) is a
comprehensive reflection of reality.
*Teaching Intuitive Geometry as preparation and as a transitional stage for
teaching Euclidean Geometry with axioms, creating harmony between "intuition
and inference". [6]
The process of teaching Euclidean Geometry on the basis of axiomatization
includes two steps:
 The basic concepts of geometry and the basic relationships between
them. That is reflected in the system of axioms of Euclidean Geometry,
in which the most commonly used axiom system is the Hilbert axiom
system.
8
 Research qualitative and quantitative relationships between shapes and
objects in the plane or in space. That is expressed in concepts, theorems,
and propositions.
The above process reflects a constructive way in accordance with the logic
of mathematical science and any aspect of modern mathematics. In the above
process, the intuitive concepts of spatial properties and relationships in abstract
theory are just a kind of illustration of the properties or concepts in that theory
and only take on a certain role in some decisions. The development of Euclidean
Geometry on an abstract basis is logically reasonable but does not correspond to
the state of human thinking and perception, a thinking that has (relatively)
general, multi-dimensional properties based on the "symbolic" perception of the
objective world structured in a certain way in space. Therefore, starting to teach
Geometry content by immediately approaching Euclidean Geometry on a
theoretical basis without moving to Intuitive Geometry will cause many obstacles
for students to overcome. Euclidean geometry because students at that time could
not have a comprehensive development of visual geometric thinking.
Over time, children become aware of the existence of internal and hidden
elements between things based on visual image thinking, and abstract logical
thinking also develops. That allows students to develop logical thinking abilities
and distinguish concepts and symbols. With its laws, this is also the foundation
for teaching Euclidean Geometry.
Therefore, the content of geometry knowledge in middle school needs to be
designed based on the combination of two research directions: Intuitive
Geometry (designed according to the cognitive logic of students, based on their
level of knowledge and understanding) and Logical geometry (maximized
geometry), which are strictly organized according to the Hilbert axiom system. It
is necessary to combine and closely link the content of Intuitive Geometry and
logical geometry under the comprehensive perspective of Intuitive Geometry. In
cases where it is not possible to choose a logically rigorous content design
9
because students' cognitive abilities are still very limited, the knowledge content
design must come to students through Intuitive Geometry; on the other hand, the
design of knowledge content must not contradict the logic of Euclidean
Geometry based on the Hilbert axiom system.
It is necessary to pay attention to another issue in the process of teaching
Intuitive Geometry content as well as the transition from Intuitive Geometry to
axiomatized geometry. From the perspective of Philosophy, one can distinguish
between real space (existing space) and virtual space. Euclidean geometry with
premises reflects scientific concepts of real space, expelling concepts, abstract
perceptions in real space into abstract concepts, and scientific arguments in ideal
space. A basic principle when developing the content of a subject is that the
subject, first of all, must develop students' ability to understand and perceive real
space. Although there is a "closeness" between the geometric space (ideal space)
studied in school and the direct geometric space (real space) surrounding people,
there are many essential differences between them. these two types of space. The
lack of understanding of the difference between geometric space and real space is
an important reason leading to obstacles in geometric research [7]. Therefore,
there must be pedagogical methods that contribute to "smoothing" the cyclical
transitions from "Intuitive Geometry" to "Abstract Geometry" (or Axiomatized
Geometry) and then back again. back to "Intuitive Geometry" to perceive the real
world.
1.5. GeoGebra application.
1.5.1. Practical situation.
Teachers no longer find it unusual to use instructional assistance. This
generates engaging lessons for students and increases interaction between
students and professors throughout class, allowing students to learn more
successfully. There is currently a wide range available to aid in the teaching of
mathematics, including Cabri II Plus, Cabri 3D, Yenka, etc. However, the use of
computer technology in mathematics is dependent on the content of each session.
10
To increase the ability to consolidate Geometry lessons, I have considered
the possibilities of applying the GeoGebra program to teaching students how to
prove the Pythagorean theorem using shearing. From there, use GeoGebra to
conduct geometric experiments, illustrating methods of proving the Pythagorean
theorem using area-preserving transformations.
1.5.2. What is GeoGebra?
Markus Hohenwarter, of Austrian nationality, is a lecturer in Mathematics
and Informatics at the University of Salzburg in the Republic of Austria. Since its
founding in 2001, the GeoGebra program has undergone extensive and ongoing
development. For several years running, GeoGebra has been recognized as the
greatest educational program in both Austria, the host country, and the European
Union.
A mathematical program named GeoGebra combines geometry, algebra,
and calculus. A dynamic geometry system is called GeoGebra. It can be
accomplished to create and modify forms using points, vectors, line segments,
lines, circles, space shapes, conics, and function graphs.
1.5.3. GeoGebra interface.
After installing
and turning on
GeoGebra, we
will see the
interface
Figure 1.1. The user interface.

To edit or enable/disable components such as grid cells, coordinate axes,
etc., we need to double-click the button in the upper right corner of the geometry
area to turn on the adjustment bar (Figure 1.2).
11
Figure 1.2. A custom bar after being displayed by clicking the mouse.
1.5.4. Some basic tools.
1.5.4.1. Draw a point.
To draw a point, first select

the Point tool on the
toolbar.
Figure 1.3. Point drawing tool.

Then, double-click a point in the geometry area to locate the point. On the
customization bar, customizations will also appear, including the color of the
drawn point, point size, whether the point name appears or not, etc.
Figure 1.4. Draw a point by clicking on a point in the geometry area.

The customization bar (upper right corner) will also display scoring
customizations such as color, size, ...
12
When right-clicking on a point, we will have
a few more options related to the point.
 When you want to change the point name,
select Rename.
 When you want to delete a selected point,
select Delete .
 To hide/show selected points, select
Show Object .
 To hide/show point names, select Figure 1.5. Options when right-

Show Label. clicking on a point
Note: Not only point objects, but all geometric objects have a similar list of
options when we right-click on them.
1.5.4.2. Create lines, rays, line segments, intersections and a midpoint.
First, select the tool group as shown in Figure 1.6.
 Line : After selecting the tool, click on

two points in the geometry area to draw
a straight line through those two points.
 Ray : After selecting the tool, click on a
point to select the origin of the ray and
then click on another point.
 Segment : After selecting the tool, click
on two points in the geometry area to
Figure 1.6. Group of tools for
define the two ends of the line segment.
drawing lines, segments, and rays.
With all the above tools, the highlight point can be a pre-drawn point or not.
Similar to points, the customization bar will also display tools to adjust color,
size (thickness), ... on the line, line segment, and ray objects that we have drawn.
13
Figure 1.7. Drawing a line, a segment, and a ray.
Line AA ’, ray BB’ and line segment CC ’ are drawn using the tools in Figure 1.6.
The BB’ beam is recolored to dark red due to the use of a custom bar.
To determine a point on a line/ray/line segment, select the Point drawing
tool (Section 1.5.4.1) and then click on the desired line/ray/line segment. Then, if
we use the Move tool ( ) to move this point.
At the intersection of the objects, we use the Intersect tool (Figure 1.8). Select
the tool then select two objects (line, ray, line segment) to define their
intersection.
Figure 1.8. Drawing the intersection of two lines.

Select the Intersect tool and then select line AA ’ and line BC , we get their
intersection point D . To determine the midpoint, we select the Midpoint∨Center
tool (Figure 1.9).
14
Figure 1.9. Drawing the midpoint of a segment.
1.5.4.3. Create parallel, perpendicular, and parallel lines to each other.
Tools to pay attention to here include:
 Perpendicular Line: Select the tool then select the line
and the point where the perpendicular line passes
through.
 ¿ Line : Select the tool then select the line and the
point where the perpendicular line passes through.
 PerpendicularBisector . To draw the perpendicular
bisector, choose the tool and then the line segment.
Figure 1.10. Group of tools
for Section 1.5.4.3.
Renaming, color, size (thickness) of objects is similar to the previous sections.
With the perpendicular/¿ line drawing tools, the selected point can be an existing
point or a new one.
Figure 1.11. Drawing a perpendicular/parallel line.

Using the ¿ line drawing tool, click on the line AB and then click on C to
create a line through C parallel to AB (dotted line).
1.5.4.4. Draw polygons.
To draw a polygon, we select the Polygon tool as shown in Figure 1.12.
For example, to draw a quadrilateral ABCD, we choose in order A , B ,C , D , A .
The points can be existing points or new ones.
15
Figure 1.12. Drawing a pentagon.
The Polygon tool draws polygons. Select points in order A , B ,C , D , E , A .
We get the pentagon ABCDE.
To draw regular polygons, we use the

Regular Polygon tool. After that, we
select two points and enter the number
of sides of the regular polygon. Figure 1.13. Regular polygon
drawing tool and the number of sides.
Note: the vertices of the polygon will be drawn in the positive counterclockwise
direction, so the order in which we select the points will determine which half-
plane the polygon is drawn in relative to the edge we choose (Figure 1.14).
Figure 1.14. Drawing a regular polygon.

If we choose two vertices of a regular polygon in the order AB, we get a red
regular polygon. If we choose in order BA , we get a blue regular polygon.
16
1.5.4.5. Draw a circle.
There are four circle drawing tools in GeoGebra:
˚ Center through Point : Choose the tool, then a
 with
point as the center and another point to define the
circle.
˚
 Center∧Radius : Choose the tool, then the center of
the circle and the radius.
 Compass: Select the tool, then a line segment or two
points to determine the radius, and finally a point to
serve as the circle's center.
Figure 1.15. Circle
˚
 through 3 Points: We use this tool to draw a circle drawing tools.
through three points. Choose the tool, then three
points to define the circle.
17
There are two arc-drawing tools in GeoGebra:
 Circular Arc: Using the center and two
additional points, create a circular arc. Choose
the tool, then a point as the center, then the
second point on the arc, and finally the third
point to define the arc.
 Circumcircular Arc : Draw a circular arc that
connects three spots. Choose the tool, then
three points to define the arc. Figure 1.16. Arc-drawing tools.
1.5.5. Drawing combines tools and commands.
In fact, to draw the picture required in the beginning of the article, we need
to use a combination of the basic tools learned in section 1.5.4. At the same time,
using the command line can also help shorten the number of operating steps.
1.5.5.1. Draw a right triangle.
Construct right-angled triangle ABC at C inscribed in circle with the center O .
 Draw a circle with center O and radius OB

 Next, use the tool to draw a straight line
through O and B (Section 1.5.4.2).
 Determine the intersection point A of this
line and the circle with center O.
 Let C is the point on the circle with the

center O .
 We have a right-angled triangle ABC at C
inscribed in a circle with the center O
Figure 1.17. Drawing a right-angled.
18
1.5.5.2. Draw a parallelogram.
Given three points A , B ,C in the plane, draw parallelogram ABCD.
 Connect segment AB and BC

 Next, use the tool to draw a line
through C parallel to AB and a line
through A parallel to AC .
 Determine the intersection point D .
Note: Or using the command:
D=Intersect ( Line ( C , f ) , Line ( A , g ) )
 Connecting two sides CD and AD

 We get a parallelogram DABC .
Figure 1.18. Drawing a parallelogram.

1.5.6. Use GeoGebra to demonstrate a translation.
1.5.6.1. Definition.
A translation: is a movement that modifies the location of an object so that
every point in the object moves in the same direction and distance.
Figure 1.19. Translate a triangle.
19
1.5.6.2. Use GeoGebra’s command to demonstrate a translation.
GeoGebra has just one translation tool:
Translate by Vector : First click to the object. Next,
click the translation vector or click twice to create a
vector.
Note: We can use the commands:
 Translate ( Object , ⃗
MN ): We use this command to
translates the geometric object by ⃗
MN .
 Translate(⃗
N A ' ' , M ) : We use this command to
translates the ⃗
N A ' ' to the start point M . Figure 1.20. Translation tool.
1.5.6.3. Using GeoGebra to create a slider.
Definition: Slider tool can control the movement of a mathematical object.
Create a slider:
 Step 1: Select the tool Slider (Figure 1.21)
and choose the area where it will appear.
 Step 2: Dialog box Slider (Figure 1.22)
- Name : is the name of the slider.
Figure 1.21. Slider tool.
- Number , Angle , Interger :Their meanings are
real numbers, angles, and integers.
- Three cards: Interval , Slider , Animation. They
are used to customize the Slider .
 Step 3: After customize the Slider , select OK
to create the slider. (Figure 1.23)
Note: You can use this command:
Slider (Min , Max , Increment ) Figure 1.22. Dialog box Slider.
 Step 4: Select to have the slider run

automatically.
Figure 1.23. A slider in GeoGebra.
20
1.5.6.4. Use GeoGebra to display the motion of an object through translation.
To display the motion of an object through translation by combining the
following two commands Translate and Slider . To demonstrate this, I will use
GeoGebra to display the motion of a parallelogram through translation.
 Step 1: Draw any straight line a and two
points L and Slie on line a .
 Step 2: Draw line b parallel to line a and
two points E , M lie on line b .
 Step 3: Draw a parallelogram LSEQ ( Qϵb ),
Pre-parallelogram
named it is Poly 1 and painted it green.
 Step 4: Create a slider o have range is 0 to
1 by using the command:
o=slider ( 0 ,1 )
 Step 5: To display the motion of

parallelogram LSEQ by the vector ⃗
QM
Change the value of Slider .
through translation we use the command:
Translate ( Poly 1 , o∗Vector ( Q , M ) )
 Step 6: Select to have the slider run

automatically from 0 to 1.
Paralelogram after translation.
→ Figure 1.24 depicts the translation of
Figure 1.24. Using GeoGebra to
parallelogram QELS according to ⃗
QM .
display the motion of a parallelogram
through translation.
Note: This is comparable to other types of objects (points, segments, lines, etc.).
→CONCLUSION: With the Slider tool, we can easily change the size of the
translation vector, allowing teachers to model the concept of translation.
21
1.5.7. List of planar geometry commands in GeoGebra.
From the previous examples, it can be seen that using commands to create
geometric objects has several advantages:
 One command line can replace many mouse clicks using the tool.
 No need to hide unnecessary intermediate objects after drawing.
 You can immediately name an object without having to rename it like when
drawing with a tool.
 Command lines play the role of recording the drawing process.
Some drawing commands have been shown in previous examples.
Table 1. Some important GeoGebra commands.
Command Note
Point (x , y ) Draw the point at coordinates (x , y ).
Get a point on object c .
Point (c) Whereas c can be a line, line segment, ray, circle,
arc.
Find the intersection of two objects c and d . They
Intersect (c , d) can be lines, line segments, rays, circles, arcs, etc.
The result can have one, many, or no intersections.
Draw a straight line passing through
Line( A , B)
two points A and B.
Draw a line through A parallel to the line
Line( A , f )
(ray/line segment) f .
PerpendicularLine( A , f ) Draw a line through A perpendicular to line f .
Ray (A , B) Draw the origin ray A passing through B
Draw a straight line whose endpoints are
Segment ( A , B)
two points A and B
Segment ( A , l) Draw a straight line with one end at A and length l .
Midpoint ( A , B) Determine the midpoint of line segment AB
22
(this command does not connect two points A and B
if not already connected).
Midpoint (m) Determine the midpoint of line segment m .
Draw the perpendicular bisector of line segment AB
PerpendicularBisector( A , B) (this command does not connect two points A and B
if they are not already connected)
PerpendicularBisector(f ) Draw the perpendicular bisector of line segment f .
Draw a polygon with the vertices as
Polygon( A , B , C , ...)
the entered points
Draw an n-sided regular polygon with one side AB.
The positive direction is counterclockwise. To draw
Polygon( A , B , n)
a regular polygon in the remaining half of the plane,
reverse the order of two points A and B.
( A˚, r ) Draw a circle with center A and radius r .
( A ˚, B) Draw a circle with center A passing through B.

Draw a circle with center A with radius equal
( A˚, f )
to the length of line segment f .
( A , B˚ ,C) Draw a circle through three points A, B, C
Draw a vector with the start point O and the end
Vector (O ,Q)
point Q .
Translate (Object ,⃗
MN ) Translates the geometric object by the vector ⃗
MN .
Translate(⃗
A A' ' , M ) Translates the ⃗
A A to the start point M .
''
23
CONCLUSION OF CHAPTER 1
GeoGebra is a dynamic math program that may be used to teach geometric
principles in an easier and more enjoyable manner. GeoGebra enables pupils to
learn and study geometry in a more straightforward and understandable manner.
This can assist pupils get a deeper understanding of complex mathematical ideas.
The use of GeoGebra in mathematics education is supported by a number of
theoretical foundations. Constructivist learning theory, for instance, asserts that
students learn best when they actively participate in the development of their own
abilities. Active learning environments that support constructivist learning may
be made with GeoGebra. It has also been demonstrated that GeoGebra has
several beneficial uses for teaching mathematics.
For instance, GeoGebra can assist you in:
 Graph abstract mathematical ideas.
 Examine mathematical words with precision.
 hone their ability to solve problems.
 bolster their capacity for mathematical thought.
 Boost their confidence and enthusiasm for learning math.
All things considered, GeoGebra is an effective tool that makes teaching
arithmetic simpler as well as more enjoyable than before. Some beneficial effects
of GeoGebra on arithmetic instruction have also been demonstrated. Moreover,
Slider is a highly strong tool that enables GeoGebra perform as its main purpose
"Dynamic geometric drawing software". Teachers may utilize GeoGebra's Slider
to make geometries function, and they can also use GeoGebra to represent
concepts, theorems, and so on.
A versatile tool that may be used to teach arithmetic concepts to students at
various educational levels is GeoGebra. This is an invaluable tool for educators
and learners alike.
24
CHAPTER 2: PYTHAGORAS AND THE PYTHAGOREAN
THEOREM
The Pythagorean Theorem is a fundamental mathematical theorem that is
discussed in the geometry 8 module of the Mathematics General Education
module 2018 [5].
2.1. Pythagoras the Mathematician. [8]
Pythagoras (Greek name: Πυθ αγόρας ), a Greek philosopher who lived from
around 570 to 495 B.C., is credited with founding the Pythagorean religious
movement. He is praised as a superb mathematician and scientist as well.
Figure 2.1. Pythagoras the Mathematician.

Pythagoras was the son of Pythias (a Samos native) and Menarches (a Tyree
businessman). He left his homeland as a youngster for Crotone in southern Italy.
Thales was astounded by Pythagoras' skill and urged him to study in Memphis,
Egypt. He learned certain geometric ideas, which he used to develop the theorem
that bears his name in Egypt.
Pythagoras was famed for his remarkable brilliance, even when he was just
16 years old. The youngster studied under the famed mathematician Thales, who
was astounded by his ability. Pythagoras spent several years in India, Babylon,
25
and Egypt studying mathematics, geometry, astronomy, geography, medicine, and
philosophy in order to understand each country's civilization.
Pythagoras returned to his country at the age of 50. He established a school
in southern Italy, enrolling hundreds of pupils, including women, in a five-year
curriculum that covered four subjects: geometry, algebra, astronomy, and music.
Only the best pupils at the conclusion of Year 3 were instructed personally by
Pythagoras. The Pythagorean school was critical to the growth of ancient science,
particularly in the sciences of arithmetic and geometry.
Figure 2.2. “Don't see your big shadow on the wall and think you're great”-
Pythagoras
2.2. Pythagorean Theorem.
2.2.1. Contents of the Pythagorean Theorem.
Pythagorean equation. [9]
The right triangle ABC have:
{
∠ ACB=90°
AC=h
CB=m
AB=t
2 2 2
h +m =t
Figure 2.3. Pythagorean equation.
The converse Pythagorean theorem:
If ∆ ABC has: A C 2+C B2 =A B2 →∠ BCA=90 °.
And we have ∆ ABC is a right triangle at point C .
26
According to the textbook content in the General Education Program in Viet
Nam, this is a foundational theorem that all middle school students have learned
since grade 8. The Pythagorean theorem constitutes essential knowledge that they
have to comprehend and apply throughout their educational careers.
2.2.2. History of the Pythagorean Theorem.
Nonetheless, unpredictability over Pythagoras' finding continues to spark
arguments. Here are some early Pythagorean theorem proofs.
 The Pythagorean theorem is stated on Babylonian terracotta tablets [10]
dating from 1900 to 1600 BC (Figure 2.4)
Figure 2.4. Babylonian clay tablets.

 In "Euclid's Elements" Euclid was the first to establish and prove the
converse of the Pythagorean theorem. [11] [12]
 Pythagoras' theorem was also known to the Chinese at a young age. The
triangle (3, 4, 5) was discussed and used in the novel "Chu Bễ Toán Kinh."
[13] To measure, use "phép câu cổ" (“câu”, “cổ” means that two right
angles). "Phép câu cổ" was extensively researched in the following works,
such as "Cửu Chương Toán Thuật" [14]
Figure 2.5. One picture image in the book “Cửu chương toán thuật”. [14]
27
 In " Nine Chapters on the Mathematical Procedures" [15] from the third
century, Liu Hui provided an illustration of the Pythagorean theorem that
included breaking up the squares on the sides of the right triangle and
reorganizing them ("tangram style") in relation to the square on the
hypotenuse.

Figure 2.6. Liu Hui “tangram” proof of the Pythagorean theorem. [15]
Conclusion
- For nearly four millennia, the Pythagorean theorem has attracted the
attention of people.
- Above 300 different proofs have been accomplished to this day, including
those made by the Greek mathematician Pappus of Alexandria (d. 320
EC), the Arab mathematician-physician Thābit ibn Qurrah (d. 836–901),
the Italian inventor and the creator the great Leonardo da Vinci (d. 1452–
1519), and even the US presidential candidate James Garfield (1831–81).
28
2.3. Proving the Pythagorean Theorem in the General Education
Program in Viet Nam.
 One of the most crucial concepts in fundamental geometry that every
student must comprehend is the Pythagorean Theorem. This understanding
of geometry is instilled in adolescents from the very beginning.
 Students in the General Math Program learn how to prove the Pythagorean
theorem by working through the following problem:
Discovery 1 [16]
 First, consider a right triangle
(With two right-angle sides a , b , and a hypotenuse c .)
 Cut eight right triangles equal to the supplied right triangle and two huge
squares with sides equal to a+ b from a large piece of cardboard.
 As indicated in Figure 2.8a, place four right triangles on the first square.
The exposed portion of the cover is made up of two squares with sides a
and b , respectively. Determine the area of that cover using a and b .
 As illustrated in Figure 2.8b, arrange the remaining four right triangles on
the second square. The exposed half of the cover is a square with side c .
Determine the area of that cover using c .
Form hypotheses concerning the link between a 2+ b2 and c 2
Figure 2.7. Proving the Pythagorean Theorem in the General Math Program.
29
Solution
 The area of a square with sides equal to a is: a 2 (area unit).
 The area of a square with sides equal to b is: b 2 (area unit).
 The area of the cover not covered by the big square in Figure 2.8a is as
follows:
2 2
a + b (area unit).
 The area of the cover not covered by the big square in Figure 2.8b is the
area of a square with sides equal to c , and equal to: c 2 (area unit).
 Place four right triangles on two big squares with sides equal to a+ b .
 The exposed cover area of both photos will then be equal.
 2 2 2
As a result, a + b =c .
30
Approximately around the beginning of the sixth century BC, Pythagoras
was a Greek mathematician and philosopher.
Along with being a philosopher, Pythagoras is most known for his
contributions to geometry, particularly the Pythagorean theorem and the formula
for computing a trapezoid's area.
People have yet to discover the manuscripts that Pythagoras left behind for
posterity, however a few fake books bearing his name are still in circulation.
However, the wisdom that Pythagoras left behind was all documented by his
students.
People have yet to discover the manuscripts that Pythagoras left behind for
posterity, however a few fake books bearing his name are still in circulation.
However, the wisdom that Pythagoras left behind was all documented by his
students.
The Pythagorean theorem is the most well-known geometric theorem
known to math students. He tested and established this rule by saying: "The
square of the hypotenuse is equal to the sum of the squares of the two sides of the
right angle." [11]
The Pythagorean theorem is a strong and adaptable theorem. The fact that
Pythagoras found a fundamental and significant link in mathematics is evidence
of his brilliance. It has several uses in algebra, geometry, and other mathematical
specialties. Many other areas, including as navigation, design, and statistics,
additionally employ it.
Due to how easy it is to comprehend and utilize, the Pythagorean theorem is
also significant. As a result of this, professionals in a variety of sectors and
students of all ages could benefit from it.
31
CHAPTER 3: GEOGEBRA IS USED IN THE AREA-
PRESERVING SHEARING METHOD.
3.1. Area-preserving shearing method.
3.1.1. Overview of shear mapping.
An affine transformation in plane geometry is called a shear mapping, and
it moves each point in a given direction by a quantity equal to its signed distance
from a line that runs parallel to that direction. [17]
Shear transformation, transvection, or simple shearing are additional
names for this type of mapping.
Figure 3.1. Shearing Mapping.

Note: Shear mappings must not be confused with rotations.
3.1.2. Shearing in two-dimensional (2D) space.
The Shear Transformation in 2D space is a transformation that causes an
object's shape to slant or orientation are unchanged. There are two shear
transformations in 2D space: X-shear and Y-shear (Figure 3.2).
Shearing is also referred to as Skewed.
The shearing transformation consists of:
 The invariant line
(x-axis or y-axis or any line parallel to the x- and y-axes)
 The factor of shear:
k =Displacement of image post ¿ object point ¿
Displacement of object point form L ( invariant l
32
Definition: [18]
Shearing is a transformation that changes the shape but not the area of the figure.
Example
In Figure 3.2: Show a rectangle that, under shear transformation, turns into a
parallelogram along the X-shear or Y-shear.
Figure 3.2. Shear Transformations in 2D space.

Based on the definition of shearing method, we have that the area of the
rectangle is equal to the area of the parallelogram after shear.
PROVE
The simplest approach to demonstrate it would be mathematically.
A shear mapping is just a method of transforming a rectangle into a
parallelogram.
As you could remember from primary school, a parallelogram with a
certain vertical and horizontal extent (base and height) has the same area as
a rectangle with the same base and height, especially because you can
simply cut them up and restructure them into one another. (Figure 3.3)
33

Figure 3.3. Shearing a rectangle into a parallelogram.

Note: Any number of dimensions and any pair of shear transformations in any
direction could be used to expand this straightforward reasoning.
3.2. The area-preserving property of a shearing.
Shearing is a geometric technique that modifies the form of a shape without
altering its dimensions (Section 3.1.2). According to an object's location with
relation to a reference line or plane, it means transferring its points in a certain
direction.
The easiest way to prove it would be geometrically so we will investigate
the “Euclid Elements” [19] in order to establish that the transformation above is
trustworthy.
In addition, to explicitly demonstrate the movement of shearing on the
object, I utilize GeoGebra and its two commands slider and translate (Section
1.5.6). This will elicit an intriguing response from the learner.
34
3.2.1. Euclid's Elements, Book I, Proposition 35 ( [19], p.36)
Euclid - Proposition I.35( [19], p.36)
“Parallelograms which are on the same base
and in the same parallels equal one another”
Let BK K ' B ' and B' ' BK K ' 'are

parallelograms on the same base BK
and in the same parallels B' K ' ' and BK
→ We say that :
Area ( BK K ' B )= Area ( B' ' BK K ' ' )

Figure 3.4. Euclid - Proposition I.35.
3.2.1.1. Use GeoGebra’s tool to prove Euclid - Proposition I.35.
Figure 3.4 shows that: Parallelogram B B' ' K ' ' K is constructed by translating
side B' K ' of parallelogram B' K ' KB across ⃗
B B ' ' . Based on this comment, I will
use GeoGebra’s tool to prove Euclid - Proposition I.35.
 Step 1: Draw segment BK and a parallel g of BK .
 Step 2: Draw parallelogram BKK ' B'. ( such that B' , K ' ∈ g )
 Step 3: Draw parallelogram BK K ' ' B' ' . ( such that B' ' , K ' ' ∈ g )
 Step 4: o=Slider ( 0 ,1 )
 Step 5: A=Translate ( B' , o∗vector ( B' B' ' ) )
 Step 6: A ' =Translate ( K ' , o∗vector ( B' , B' ' ) )

 Step 7: Hide two points A , A '
 Step 8: Polygon ( B , A , A ' , K )
 When show the animation of Slider ( o ) we have Figure 3.5.
35
Figure 3.5. Use GeoGebra’s tool to prove Proposition I.35.
→ We have Area ( BK K ' B )= Area ( ABK A ' ) = Area ( B' ' BK K ' ' )
3.2.1.2. Prove the Euclid - Proposition I.35.
 '
B BKK ' is a parallelogram
{
'
→ B K' ' =BK'
B B =K K
{
'' ''
B K =BK
For the same reason: '' ''
B B =K K
' ' '' ''
→ B K =B K ( ¿ BK )
' ' ' '' '' '' ' ''
→ B K + K B =B K + K B
' '' ' ''
→ B B =K K
 We have: ∆ B B '' B' =∆ K K '' K ' (side-side-side)
{
B B '' =K K ' '
for B ' B '' =K ' K ' ' → Area ( B B B ) =Area(K K K )
'' ' '' '
' '
B B=K K
→ Area ( B B' ' B' )− Area ( K ' P B' ' )= Area ( K K ' ' K ' )− Area ( K ' PB )
→ Area ( B B' K ' P )= Area ( B' ' K ' ' KP )
→ Area ( B B' K ' P ) + Area ( PBK )= Area ( B' ' K ' ' KP ) + Area( PBK )
→ Area ( BK K ' B ) =Area ( B' ' BK K ' ' )
36
Euclid - Proposition I.37 ( [19], p.38)
“Triangles which are on the same base and
in the same parallels equal one another.”
Let K ' BK and B' BK are

triangles, such that they are on
the same base BK and in the
same parallels AD and BK .
→ We say that :
Area ( K ' BK ) =Area(B' BK )

Figure 3.6. Euclid - Proposition I.37
3.2.2.1. Utilize the GeoGebra to test Proposition I.37.
Figure 3.6 shows that: Triangle B K ' K is constructed by translating point B'
of triangle B' KB across ⃗
B' K '. Based on this comment, I will use GeoGebra’s
tool to prove Euclid - Proposition I.37.
 Step 1: Draw segment BC and a parallel g of BC .
 Step 2: K ' =Point ( g )
 Step 3: B'=Point ( g )
 Step 4: o=Slider ( 0 ,1 )
 Step 5: A=Translate ( B' , o∗vector ( B' K ' ) )
 Step 6: Polygon ( B , A , K )
 Step 7: Hide point A
37
Figure 3.7. Utilize the GeoGebra to test Proposition I.37.
→ We have Area ( K ' BK ) =Area ( ABK )= Area( B' BK )
Draw two parallelograms:
'
BK K B ' ' and BKK ' ' B'
Area ( B' ' K ' KB ) =Area( B' K ' ' KB)
for {¿ the same

the same base BK
''
parallels B K ∧BK
''
(Euclid - Proposition I.35)

1
Area ( K BK ) = . Area(B K KB)
' '' '
2
(for the diameter K ' B bisects the parallelogram B' ' K ' KB )
1
Area ( B KB ) = . Area( B K KB )
' ' ''
 2
(for the diameter B' K bisects the parallelogram B' K ' ' KB )
→ Area ( K ' BK )= Area ( B' KB )
38
Euclid - Proposition I.41 ( [19], p.42)
“If a parallelogram has the same base with a triangle and is on
the same parallels, then the parallelogram is double the triangle”
Let the parallelogram BCP B ' and

the triangle C ' CB have the same
base BC and in the same parallels
BC and B' C '
→ We say that :
Area ( B B' PC ) =2. Area ( C ' BC )

3.2.3.1. Utilize the GeoGebra to test Proposition I.41.
In contrast to Euclid - Proposition I.37 and Proposition I.35 (in which
shearing symbolizes the area relationship between two parallelograms or two
triangles), in Euclid - Proposition I.41, I will use shearing to represent the area
connection between a parallelogram and a triangle, but the process for doing so is
the similar (Figure 3.9)
 Step 1: Draw segment BC and a parallel g of BC .
 Step 2: C ' =Point ( g )
 Step 3: B'=Point ( g )
 Step 4: Draw parallelogram BC C' B' . ( such that B' , C' ∈ g )
 Step 5: o=Slider (0 , 1)
 Step 6: A=Translate ( C' , o∗vector ( C' , P ) )
 Step 7: Poly 2: Polygon ( A , B ,C )
 Step 8: Hide point A
39
Figure 3.9. Utilize the GeoGebra to test Proposition I.41.
1
→ We have : Area ( ABC )= Area ( C BC ) = . Area ( B B PC )
' '
2
 Area ( C ' BC ) =Area(B' BC )
for {¿ the same

the same base BC
' '
parallels B C ∧BC
1
Area ( B BC ) = . Area ( B B PC )
' '
 2
(for the diameter B' C bisects the
parallelograms BB' PC )
→ Area ( B B' PC )=2. Area ( C ' BC )
3.2.4. The area-preserving property of a shearing in Euclid’s Element.

The area-preserving sophistication of a shearing throughout Euclid's
Element is presented in Table 2 and has been demonstrated in Sections 3.2.1,
3.2.2, and 3.2.3. I'll mainly depend on the proposition in the table in Chapter 4.
Table 2. The area-preserving property of a shearing in “Euclid’s Element”.
Euclid's Elements The area-preserving property of a shearing

The area of a parallelogram
Book I, Proposition 35
equals one another.
If the two shapes satisfy:
The area of a triangle equals
Book I, Proposition 37  Have the same base
one another.
 In the same parallels
The area of a parallelogram is
Book I, Proposition 41
double a triangle.
40
In chapter 3, we are permitted to utilize GeoGebra to demonstrate shearing
proof in the "Euclid Elements" (Propositions I.35, I.37, and I.41). The area-
preserving shearing method is an effective tool for creating and examining
geometric objects, as well as for proving geometric theorems.
In addition to offering a multitude of tools for thinking about geometric
relationships, GeoGebra facilitates the creation and manipulation of geometric
objects. Based on this, GeoGebra is a perfect tool for showing shearing evidence.
The following shows how shearing proofs of Euclid's three propositions may be
shown using GeoGebra:
 Create the geometric objects used in the proof: Points, lines, segments,
triangles, and other geometric objects are simple to create with
GeoGebra.
 Shear geometric objects: GeoGebra has a number of tools for shearing
geometric objects such as lines, segments, triangles, and quadrilaterals.
 Reason about the geometric relationships: GeoGebra includes a number
of tools for thinking about geometric connections, such as congruence,
similarity, and parallelism.
With everything considered, GeoGebra is an effective tool for presenting
shearing proofs for Euclid's three assertions. Additionally, it enables us to provide
lively and interactive presentations that aid in students' comprehension of the
underlying concepts regarding geometry and proofs.
41
CHAPTER 4: SHEARING PROOFS USING THE
GEOGEBRA FOR PYTHAGOREAN THEOREMS.
4.1. Review the Pythagorean Theorem.
To my knowledge, there hasn't been a thesis that shows how to utilize GeoGebra
to demonstrate Pythagoras' theorem.
Let's first review the Pythagorean Theorem:
The right triangle ABC have:
{
∠ ACB=90° h m
AC =h
CB =m
AB=t
t
Therefore, h2 +m2=t 2
4.2. Shear, Shape and Area.

 Shearing proofs have probably been known for at least a thousand years,
but their popularity has grown since the development of the contemporary
computer and its associated computer graphics.
 Shearing proofs are mostly visual in nature, making them interesting to
watch when animated with GeoGebra and due to Euclid’s Propositions.
(Table 2)
42
4.3. Euclid's Windmill.
In his Elements [19], Euclid (about 300 BC) presented a clever illustration
of the Pythagorean theorem, known as the Windmill proof because to the
form of the graphic.
4.3.1. Application GeoGebra to draw Euclid’s Windmill.
We can graph following these

steps:
- Draw a right triangle ABC at C .
- poly 1=Polygon ( A , C , 4 )
- poly 2=Polygon ( C , B , 4 )
- poly 3=Polygon ( B , A , 4 )
- d=PerpendicularLine ( C , AB )
- Call intersections of d and
AB , A ' B ' ' respectively are P , P ' .
Figure 4.1. Euclid's Windmill.
So how did the genesis of Windmill arise?
 To begin, three squares are built from the
three sides of the right triangle shown in
Figure 4.1.
 Euclid’s new idea was the creation of a
straight line that passed through the
altitude of a right triangle.
 Intuitively, we can see that the square
formed by the hypotenuse has been
Figure 4.2. Ponder the area of
divided into two rectangles with areas
squares and rectangles.
equal to the two squares formed by the
two sides. (Figure 4.2)
Perhaps the first observation was merely a wild assumption. However, we may
utilize shearing to test our idea.
43
4.3.2. Shearing proof in a variant of Euclid’s Windmill.
4.3.2.1. The area-preserving shearing in a variant of Euclid’s Windmill.
 The shearing proof that I will provide using GeoGebra starts with a
variation of Euclid's windmill. To divide the whole area of the large square
into two smaller squares, four crucial steps are required.
Step 1: Start Step 2: Shear up
Step 3: Push Up Step 4: Shear out

Figure 4.3. Shearing proof in a variant of Euclid’s Windmill.
44
4.3.2.2. Application GeoGebra to drawing a variant of Euclid’s Windmill.
We can graph following these steps:

- Draw Euclid’s Windmill. (Figure 4.1)
- Call the intersection of A' ' C ' , P' ' C and
' '' '' '
B C , A ' B ' ' are respectively P , P .
- Draw parallelogram A D' P' ' C .
- Draw parallelogram CP' ' D' B.
- Draw parallelogram ACD A ' .
- Segment ( B ' ' , D )
- Segment ( C , D' ' )
- Segment ( A , D )
Figure 4.4. Variation of Euclid's Windmill.

4.3.2.3. Application GeoGebra to prove the area-preserving shearing in a
variant of Euclid’s Windmill.
 Area ( A A' ' C ' C )= Area ( A D '' P' C )
{ the same base AC

For ¿ the same paralles AC∧ A ' ' P '' (Euclid - Proposition I.35)
45
 Area ( A D' ' P' ' C )= Area ( A D' ' CD )
{
''
the same base A D
For '' (Euclid - Proposition I.35)
¿ the same paralles A D ∧PP' '
 Area ( A D' ' CD )= Area ( A A ' DC )
for { the same base CD

'
¿ the same paralles CD∧ A D
'' (Euclid - Proposition I.35)
 Area ( A A' DC )= Area ( A A ' P' P )
{
'
the same base A A
For ' (Euclid - Proposition I.35)
¿ the same paralles A A ∧CP '
46
→ Area ( A A ' ' C' C ) = Area ( AP P' A ' )=h 2
 For the same reason: Area ( CB B ' C' ' )= Area ( PB B'' P' )=m2
 Area ( AB B' ' A ' ) =Area ( AP P' A ' ) + Area ( PB B' ' B' )=h 2+ m2
4.3.3. Euclid’s proof of the Pythagorean Theorem. ( [19], p.48)

4.3.3.1. Application GeoGebra to prove the area-preserving shearing in Euclid-
Proposition 47.
 We have: ∆ A ' ' AB=∆ CA A ' (SAS)
{
AC= A A ''
for ∠ A ' ' AB=∠ CA A' ( ¿ 90°+∠ CAB )
AB=AA '
→ Area ( A ' ' AB )= Area(CA A ' )

1 Figure 4.5. The area-preserving
Area ( A AB ) = Area ( AC C A )
'' ' ''
 2 shearing in Euclid-Proposition 47.
{ the same base AA ' '

for ¿ the same parallels AA ' ' ∧BC ' (Euclid - Proposition I.41)
47
1
Area ( CAA )= Area ( AP P A )
' ' '
 2
{
'
the same base A A
for ' (Euclid - Proposition I.41)
¿ the same paralles A A ∧CP '
→ Area ( AC C ' A '' )= Area ( AP P' A' ) =h2

2
m
2
t
2 2
t m
48
4.3.3.2. The analytic-geometry proof in Euclid-Proposition 47.
h m
w n
t
Figure 4.6. Windmill Light.

 We have: ∆ ACP ≈ ∆ ABC (Angle-Angle),
For {∠ APC =∠ ACB=90 °

∠ CAP=∠ CAB
AC AP
→ =
AB AC
2
2 2 h
→ C A = AP . AB →h =w . t → w=
t
 Area ( AC C' A ' ' ) = A C2 =h2
2
h
 Area ( AP P A )= AP . A A =w . t= .t=h
' ' ' 2
t
→ Area ( AC C ' A '' )= Area ( AP P' A )=h2
2 2 2
h +m =t
49
4.3.4. Ann Condit’s proof of the Pythagorean theorem.
Ann Condit, a sixteen-year-old student at Central Junior-Senior High
School in South Bend, Indiana, creates a new proof of the Pythagorean theorem
based on Euclid’s Windmills in 1938 ( [20], p.106).
4.3.4.1. Application GeoGebra to drawing Ann Condit’s proof.

- Draw Euclid’s Windmill. (Figure 4.1)
- O=Midpoint ¿
- V =Midpoint ¿
- L=Midpoint ¿
- O' =Midpoint ¿
- V ' =Midpoint ¿
- L' =Midpoint ¿
- Call the intersection of CO and C ' C '' is O' ' .
- Segment ( O , L' )
- Segment ( O ,V ' )
Figure 4.7. Ann's geometric developing
- Segment ( O , O' )
based on the Euclid’s Windmill.
50
4.3.4.2. The analytic-geometry in Ann Condit’s proof.
 ∆ ABC , right angle at C ,
has median CO → CO=OA=OB

 ∆ ACB=∆ C ' CC ' '
(Side-Angle-Side)
{
AC =CC '
for: ∠ C C C' ' =∠ ACB=90 °
'
CB=CC ' '
→
{∠CC 'CC C' '=∠
' ''
CAB=α
= AB
 ∆ COA is an isosceles triangle
(because CO=OA )
→ ∠ OCA=∠ OAC=α
Figure 4.8. The analytic-geometry in Ann
 We have ∠ OC O =180 ° ''
Condit’s proof.
' '
→ ∠ OCA+∠ AC C +∠ C CO ' '=180 °
' ' ''
→ α + 90°+∠ C CO ' '=180 ° →∠ C C O =90 °−α
 ' '' ' '' ' '' '' '
∆ C C O have ∠ C C O +∠ C C O +∠ C O C =180 °
'' ' '' ' '' ' ''
→ ( 90 °−α ) +α + ∠C O C =180 ° →∠ C O C =90 ° →C O ⊥ C C
'' '' 2
OL .C C CB .C C m
→ Area ( OC C )=
''
= =
2 4 4
' ' 2
OV .C C AC . C C h
 Area ( OC C ) =
'
= =
2 4 4
' ' 2
AO . A A AB . A A t
 Area ( AO A ) =
'
= =
2 4 4
Area ( OC C' ' )+ Area ( OC C' ) '' ''
C O . CO+C O . CO
' ''
=
Area ( A A' O )
'
AO . A A
'' '' ' ''
CO(C O +C O ) C' C ' '
¿ = =1
OC . AB AB
(because C ' C '' = AB)
51
m2 h2
+
4 4
→ =1
t2
4
2 2 2
→ m + h =t
4.3.4.3. About Ann Condit’s proof.

This is a pretty complex argument, rendered all the more astonishing because it
was proposed in 1938 by a junior high school student, Ann performed what no
other great mathematician had been designed to do. This was the first structure in
which all auxiliary lines and triangles originated from the hypotenuse’s midpoint.
The special thing in this proof is that Ann proved that:
Area ( C C ' O ) + Area ( C C' ' O ) = Area( AO A ' )
I shall repeat Ann's evidence using area conservation through shearing and
GeoGebra. As a result, students will find Ann's proof simpler to comprehend.
4.3.4.4. Application of GeoGebra to prove the area-preserving shearing in Ann

Condit’s proof.
 Area ( C C ' O ) + Area ( C C' ' O )
' '' '' ''
C O .CO C O .CO
¿ +
2 2
CO ' ' ' ' ' ' '
¿ ( C O +C O )
2
' ''
CO . C C OA . AB
¿ =
2 2
'
OA . A A
¿
2
'
¿ Area( AO A )
1
Area ( CO C )= Area ( C C L L )
' ' '
 Figure 4.9. The area-preserving
2
shearing in Ann Condit’s proof.
For {¿ the same

the same base CC '
parallelsO L ∧CC '
'
52
2
1 1 h
 Moreover, Area ( C C L L ) = Area ( C C A A )= . C A =
' ' ' '' 2
2 2 2
2
h
→ Area ( C C O )=
'
4
2 2
m t
 For the same reason: Area ( C C O )= , Area ( A A O )=
'' '
4 4
2 2 2
h m t
→ + =
4 4 4
2 2 2
→ h +m =t
4.3.5. Christiaan Huygens’s proof of the Pythagorean theorem.

Christiaan Huygens (1629 - 1695), an accomplished Dutch mathematician,
astronomer, and physicist, provided this proof in 1657. Euclid - Proposition I.41
was the main method Huygens utilized for this proof. (1657, [21], Proof 77)
53
4.3.5.1. Application GeoGebra to drawing Christiaan Huygens’s proof.
- Draw Euclid’s Windmill.
(Figure 4.1)
- a=Segment ( A ,C )
- b=Segment ( B , B' )
- d : line( A ' , g)
- Call the intersection of A A' ' and d is D .
- c : ( B ,˚ B' )
- M =Intersect ( c , h )
- d=Segment ( A ' , B '' )
- e :line ( D ,d )
- Call the intersection of A A' , B B '' and e
Figure 4.10. Christiaan Huygens's Proof. are respectively D' ' , D' .
Christiaan Huygens’s proof.
{
BC ⊥ AC
 We have: AD ∥ BC
'
A D ∥ AC
'
→ AD ⊥ A D
 ∆ ACB=∆ AD A
'
(hypotenuse-angle)
{
∠ ACB=∠ AD A ' ( ¿ 90 ° )
'
for AB= A A
∠ DA A ' =∠ BAC ( ¿ 90 °−∠ DAB )
→
{AD= AC =h
'
BC =A D=m
Figure 4.11. The area-preserving
shearing in Christiaan Huygens’s proof.
 Area ( ADB ) =Area ( ADC )
54
For {¿ the same
the same base AD
parallels AD ∧BC
2
AC . AD h
Area ( ADC )= =
2 2
2
h
→ Area ( ADB )=
2
1
Area ( ADB ) = . Area ( A D D B )
'' '
 2
For
{¿ the same
the same base AB
parallels AB∧D D
'' '
→ Area ( A D'' D' B )=h2
{
'' '
AB ∥ B A → ∠ ABM=∠ D A' B' '
 We have: '
MB ∥ A D
{
AB=A ' B' ' (¿ t)
 ' ''
∆ ABM =∆ D A B (side-angle-side). For ∠ ABM =∠ D A B
' ''
'
BM = A D(¿ m)
→ Area ( A ' D B' ' ) =Area ( AMB )

 Area ( AMB )= Area ( CMB )
55
For {¿ the same
the same base MB
parallels MB∧ AC
2
CM . BM m
Area ( CMB ) = =
2 2
2
m
→ Area ( A D B ) =
' ''
2
1
Area ( A D B )= . Area ( A D D B )
' '' ' '' ' ''
 2
{
' ''
the same base A B
For ' '' ' ' ' (Euclid - Proposition I.41)
¿ the same parallels A B ∧ D D
→ Area ( A ' D' ' D' B '' )=m2
 Area ( AB B' ' A ' ) =Area ( AB D' D'' ) + Area ( A ' D' ' D' B' ' )
2 2 2
→ h +m =t
4.3.6. Remarks on proving the Pythagorean theorem using Euclid's

windmill.
 By using Euclid's windmill form, Christiaan Huygens, Anna Condit, and
Euclid all demonstrated the Pythagorean theorem. Huygens used huge squares to
56
easily establish that pairs of triangles were congruent, whereas Euclid and Anna
used two tiny squares.
 The unifying thread throughout these proofs is that they all intend to
employ expressions related to area for the final proof step; in other words, their
nature is to prove area expressions.
57
4.4. The bride’s chair.
4.4.1. Introduction about the bride’s chair.
Thabit ibn Kurrah (836–901) ( [22],p.49-52) deconstructed and organized
Euclid's windmill form (Figure 4.5). Two small squares put next to each other
make the new shape call: “The bride’s chair”
Figure 4.12. Kurrah creates the bride’s chair.

4.4.2. Ibn Kurrah’s first proof of the Pythagorean theorem.
Following this configuration, a puzzle task emerged, requiring the
placement of two tiny squares into a single, larger square. Ibn Kurrah overcame
this issue by cropping the image and then applying transformation. Figure 4.12
shows his ideas.
Figure 4.13. Kurrah’s first proof.
58
4.4.3. B.F. Yanney’s proof of the Pythagorean theorem.
B.F. Yanney (1903) ( [21], proof 25) demonstrated the Pythagorean theorem
using "bride's chair" (Figure 4.13).
4.4.3.1. Application GeoGebra to drawing B.F. Yanney's proof.
- poly 2=Polygon ( A , B , 4 )
- a=Segment ( A , B)
- b :line ( D' , a )
- B' '=Intersect ( b , Line ( C , B ) )
- poly 3=Polygon ( B' , B' ' , 4 )
- A' =Intersect ¿
- c :line ( C , D )
Figure 4.14. B.F. Yanney's prove. - Call the intersections of c and

AB , A ' D ' ' respectively are C , C ' ' .
59
4.4.3.2. Application of GeoGebra to prove the area-preserving shearing in B.F.
Yanney's proof.
 Area ( AC B ' D' )= Area ( ACD A '' )
For {¿ the samethe parallels

same base AC
AC ∧A ' ' B '
→ Area ( ACD A '' ) =A C2=h2
 Area ( ACD A' ' )= Area ( A C ' C '' A ' ' )
For {¿ the same

the same base AA ' '
''
parallels A A ∧CC ' '
→ Area ( A C' C ' ' A' ' )=h2
 Area ( B' B' ' D' ' D ) =Area ( CD D' ' B' ' )
For {¿ the same

the same base DD ' '
''
parallels D D ∧CB' '
60
→ Area ( CD D' ' B' ' ) =B ' B' '2=D' ' D2 =m2
 Area ( CD D '' B' ' )= Area ( C ' B D' ' C' ' )
For {¿ the same

the same base BD ' '
parallels BD ' '∧CC ' '
→ Area ( C' B D' ' C '' ) =m2
 Area ( AB D ' ' A '' ) =A B2 =t 2
 Area ( AB D ' ' A '' ) =Area ( A A ' ' C '' C ' ) + Area ( C ' C ' ' D '' B )
2
m
2
h
Figure 4.15. The area-preserving shearing in B.F. Yanney's proof.
61
4.4.4. Ibn Kurrah’s second proof of the Pythagorean theorem.
This proof is based on Kurrah's first Proof. (Section 4.3.2) ( [21], Proof 24)
4.4.4.1. Application GeoGebra to drawing Ibn Kurrah’s second proof.
- Call the intersections of line A' ' A '
and B' C ' respectively is P' '
- Call the intersection of line P ' ' C
and segment AB , A' B ' ' respectively
Figure 4.16. Ibn Kurrah’s second proof. are P , P '
4.4.4.2. Application of GeoGebra to prove the area-preserving shearing in Ibn
Kurrah’s second proof.
 Area ( A A' ' C ' C )= Area ( A A ' P' ' C )
For {¿ the same

the same base AC
parallels AC ∧A P
'' ''
62
 Area ( A A' P'' C ) =Area ( A' P ' PA )
{
'
the same base A A
For ' '' (Euclid - Proposition I.35)
¿ the same parallels A A ∧P P
→ Area ( A A ' ' C' C ) = Area ( A ' P' PA )
 We have:
Area ( A A' ' C ' C )= A C 2=h 2
2
h
→ Area ( A ' P' PA )=h2 2
m
 For the same reason we have:
Area ( P' B' ' PB ) =Area ( BC C ' ' B' )
Area ( BC C' ' B' )=B C 2=m2

Figure 4.17. The area-preserving shearing
→ Area ( P B PB )=m
' '' 2
in Ibn Kurrah’s second proof.
 Moreover, Area ( AB B' ' A ' ) =Area ( AP P' A ' ) + Area ( BP P' B' ' )
2 2 2
→ t =h + m
63
4.5. Douglas Rogers’s proof of the Pythagorean theorem.
Douglas Rogers ([21], Proof 69), confused by the complex nature of
Euclid's method for proving the Pythagorean Theorem (Section 4.3.3), he created
an important reduction of Euclid's method while retaining Euclid's Proportions.
4.5.1. Application GeoGebra to drawing Douglas Rogers’s proof.
steps:
- a : Line ( A , B )
- c=line ( A ' , B' ' )
- b : PerpendicularLine(C , a)
- P' =Intersect (b , c)
Figure 4.18. Douglas Rogers's proof. - P=Intersect (a , b)
4.5.2. Application of GeoGebra to prove the area-preserving shearing in
Douglas Rogers’s proof.
{
A A '= AB
 ∆ AA ' ' A=∆ ACB (S-A-S) for ∠ A ' ' A A ' =∠ CAB ( ¿ 90 °−∠ A' AC )
''
A A = AB
'' '
→ ∠ A A A =∠ ACB=90 °→ A ' A ' ' ⊥ A ' ' A
 And we also have: C ' A' ' ⊥ A ' ' A →C ' , A ' , A ' ' are collinear points
 For the same reason: B' ' , C' ' , B ' are collinear points
1
Area ( C B B ) = Area ( C C B B )
'' '' '
 2
For {¿ the same

the same base CB
'
parallelsCB∧B B ' '
64
1
Area ( C B B ) = Area ( P P B B )
'' ' ''
 2
For {¿ the same

the same base BB ' '
parallels PP '∧BB ' '
→ Area ( PP' B' ' B )= Area ( C C' ' B' B ) =C B2=m2
1
Area ( C A A ) = Area ( A A P P )
' ' '
 2
For { the same base A ' A

'
¿ the same paralles P P ∧AA '
1
Area ( C A A ) = Area ( A A C C )
' '' '
 2
For { the same base AC

'' '
¿ the same paralles A C ∧ AC
→ Area ( AA ' P ' P )= Area ( A A ' ' C' C ) =A C2=h2
 Area ( A A' B '' B ) = Area ( P P' B' ' B ) + Area ( A A' P ' P )
65
2 2 2
→ t =h + m
4.6. Philip Voets’s proof the Pythagorean theorem.

Philip Voets, an 18-year-old lawyer undergraduate from the Netherlands,
presented this proof. ( [21], Proof 81)
4.6.1. Application GeoGebra to drawing Philip Voets’s proof.

- a : Line ( A ,C )
- b : Line ( B ' , A ' )
- A ' '=Intersect ( a , b )
- c=PerpendicularLine ( B' ' , a )
- P=Intersect ( c , a )
Figure 4.19. Philip Voets's Proof.
4.6.2. Application of GeoGebra to prove the area-preserving shearing in
Philip Voets’s proof.
 Area ( AB B' A ' )= Area ( AB B' ' A '' )
for {¿ the sametheparallels

same base AB
AB∧ A ' ' B ' '
→ Area ( AB B' ' A ' ' ) = Area ( AB B' A ' )= A B2=t 2

 '' '
∆ ACB ≈ ∆ B B B (Angle-Angle),
{
' ''
∠ ACB=∠ B B B =90 °
for
∠ ABC =∠ B B B ( ¿ 90° −∠ AB B )
'' ' ''
66
'' ''
AC B B h B B '' h.t
→ = → = → B B=
CB B B' m t m
2
' 2 '' 2 '' '' h
→ A P = AP . A P → h =m. A P → A P=
m
( )
2
h
Area ( AB B A )=BC . A A =BC . ( AP+ A ' ' P )=m m+ =m +h
'' '' '' 2 2
m
2 2 2
→ h +m =t
4.7. Use Pappus Theorem for proving Pythagorean Theorem.

Pappus of Alexandria, who flourished in the third century CE, became one
of the noticeable Greek mathematicians who demonstrated the Pythagorean
theorem. He published commentary on numerous of Euclid's writings, including
the Elements, but almost all of them have been destroyed. The only mainly
surviving work is his “Mathematical collections”, which consists of eight
volumes, especially Book IV, where he offered the extension of the Pythagorean
theorem. ( [20], page 58-59)
67
4.7.1. Pappus Theorem.
4.7.1.1. Application GeoGebra to drawing Pappus Theorem.
steps:
- Draw a triangle ABC .
- Draw a parallelogram CA C ' A ' ' .
- Draw a parallelogram CB B' ' A ' .
- A' ' C ' cut B '' A ' at D
- Call the intersections of line CD
and segment AB ,C '' B 'respectively
are P , P '.
-Draw a parallelogram AB B' C ' '
Figure 4.20. Grap the Pappus Theorem. (such as AC ' '=CD , AC ' ' ∥CD )
4.7.1.2. Contents of Pappus Theorem.
Area ( CB B '' A ' )+ Area ( A ' ' C ' AC )= Area( A C '' B' B)
Figure 4.21. Contents of Pappus Theorem.
68
Pappus Theorem.
 Area ( C A ' B' ' B )= Area ( CD P'' B )
For {¿ the same

the same base CB
parallelsCB∧DB ' '
 Area ( CD P '' B ) = Area ( CDB B' )
For {¿ the same

the same base CD
parallelsCD∧B P
' ''
 Area ( CDB B' )= Area ( P P' B' B )
For {¿ the same

the same base BB'
parallels DP∧B B
'
→ Area ( CB B' ' A' ) =Area ( P P' B ' B )
 In the same reason: Area ( A' ' C ' AC ) = Area ( A C '' P ' P )
69
Figure 4.22. The area-preserving shearing in Pappus Theorem.
→ Area ( CB B' ' A' ) + Area ( A '' C' AC )= Area(A C' ' B' B)
4.7.2. About Pappus’s theorem.
Take careful note of the sequence reversal when comparing Pappus's shearing
proof with the proof provided in Section 4.3.2.1.
Pappus' theorem is constrained in that the third parallelogram must be
constructed using the method described in the proof. Based on Pythagoras'
various experiments with the square of a side (which is equivalent to the area of a
square), Pappus attempted to uncover a link between the areas of quadrilaterals
formed on sides of a generic triangle. By doing this, the square transforms into a
parallelogram or a rectangle, and Pappus's theorem is demonstrated.
4.7.3. Specialization of Pappus’s theorem.
When ∠ C=90 ° and two parallelograms CA ' ' C ' A and CB B' ' A ' become two
squares, Pythagorean theorem is a specific case of Pappus's theorem.
70
Figure 4.23. Use Pappus Theorem for proving Pythagorean Theorem.
 We have: Area ( CB B '' A ' )+ Area ( A ' ' C ' AC )= Area ( A C' ' B' B )
2 2 2
↔ A B =A C + BC
2 2 2
→ h +m =t
 Pythagorean theorem is a specific case of Pappus theorem.

This method establishes the area relations between the expressions, but it
differs since the Pappus theorem applies to a particular situation. Pappus' theorem
is a wonderful theorem that provides readers with a statement regarding the
connection between parallelogram areas which few other theorems address. To
establish the Pappus theorem, we continue to employ area conservation methods
such as shear. This has become referred to as pure area proof.
71
4.8. Use W. J. Hazard’s Theorem for proving Pythagorean Theorem.
4.8.1. Euclid's Elements, Book I, Proposition 43 ( [19], page 44)
Euclid - Proposition I.43
“In any parallelogram the complements of
parallelograms about the diameter equal one other.”
Let ABCD is a parallelogram.
Take any point P on diagonal AC .
Draw two parallelograms
' ' ' '
A B P A and C C P D .
→ We say that :
Area ( A A' PB )= Area ( C C ' P D' )
PROVE
 (
Area ( ABD ) =Area ( BDC ) for the diameter BD bisects
the parallelogram ABCD )
{ Area ( ABD )= Area ( A B' P A' ) + Area ( B' BP ) + Area ( A ' PD )
Area ( CBD ) =Area ( C D P C ) + Area ( C BP ) + Area ( D PD )
' ' ' '
{
B ' D ' ∥ AD
{
'
BCP B is parallelogram
 We have A ' C ' ∥ AB →
PD ' DA is parallelogram
{ ( )
Area ( B C P )= Area ( B B P ) for the diameter BP bisects'
' '
→ the parallelogram BCP B

Area ( P D D )= Area ( P A D )
' '
(
for the diameter PD bisects
the parallelogram P D DA
' )
→ Area ( A A ' PB ) =Area ( C C ' P D' )
72
4.8.2. W. J. Hazard’s Theorem.
4.8.2.1. Application GeoGebra to drawing Hazard’s Theorem.
- Draw a parallelogram MNPQ
- A=Point ( Segment ( Q , P ) )
- B=Point ( Segment ( M , N ) )
- Draw a parallelogram ABCD
- a : Line ( M , N )
- b : Line ( Q , M )
- c : Line ( A , b )- d : Line ( B , b )
- Q' =Intersect ( b , Segmemt ( Q , P ) )- Call
Figure 4.25. W. J. Hazard’s Theorem. the intersections of line c and line b , PN

respectively are A' , P '
4.8.2.2. Contents of W. J. Hazard’s theorem.
With the construction shown in Figure 4.14, we have:
Area ( ABCD )= Area ( A ' BN P' ) + Area ( Q Q' A ' A )
Figure 4.26. Contents of W. J. Hazard’s theorem.
73
4.8.2.3. Application of GeoGebra to prove the area-preserving shearing in W.
J. Hazard’s theorem.
- Draw parallelograms:
' ' ' ''
C M QP , D N MQ , DQ M M ,
'' ' '' ''
A A N M, PQ N N
- Call the intersections of line c
and line DC , Q' ' N '' respectively
are P' ' , E . Figure 4.27. Prove W. J. Hazard’s theorem.
 Area ( Q Q' A ' A ) =Area(Q Q' PA ' ')
For {¿ the same

the same base QQ '
parallelsQP∧ AP '
 Area ( Q Q' PA ' ' )= Area ( A ' ' P ' PD )
For {¿ thethesamesameparallelsQP∧
base A ' ' P '
AP '
 We have N ' , P' ,Q ' ' are collinear

→ Area ( N P ' E N ' ' ) =Area ( A' ' P' PD ) (Euclid - Proposition I.43)
→ Area ( N P ' E N ' ' ) =Area(Q Q' A ' A)
 Area ( ABCD )= Area ( AB N ' ' P' ' )
74
For {¿ the same
the same base AB
parallels AB∧DN ' '
 Area ( AB N ' ' P '' )= Area ( B A' E N '' )
{
''
the same base B N
For ' ' (Euclid - Proposition I.35)
¿ the same parallels AE∧B N
→ Area ( ABCD )= Area ( B A ' E N ' ' )
 Moreover, Area ( B A ' E N ' ' )= Area ( A ' BN P' ) + Area ( N P' E N ' ' )
¿ Area ( A' BN P' ) + Area ( Q Q' A' A )
 So, we have:
4.8.3. Specialization of W. J. Hazard’s theorem.
When two parallelograms MNPQ and ABCD become two squares.
Figure 4.28. Use W. J. Hazard’s Theorem for proving Pythagorean Theorem.

 We have:
2 ' 2 ' 2
↔ A B =P N +Q Q
{
'
P N= AM
 Moreover, we also have: '
Q Q=MB
75
2 2 2
→ A B =A M + M B
 Pythagorean theorem is a specific case of W. J. Hazard’s theorem.
4.9. Use Orthodiagonal Quadrilaterals to prove the Pythagorean
theorem.
4.9.1. Introduction about Orthodiagonal Quadrilaterals.
4.9.1.1. Definition.
In Euclidean geometry
A quadrilateral ABCD has: AC ⊥ BD
→ ABCD is an orthodiagonal quadrilateral.
Figure 4.29. An orthodiagonal

quadrilateral.
4.9.1.2. Types of Orthodiagonal Quadrilaterals.
There are three topological types of Orthodiagonal quadrilaterals.
The three types of Orthodiagonal quadrilaterals are convex, concave, and
crossing.
A convex quadrilateral A concave quadrilateral A crossed quadrilateral

Figure 4.30. Types of Orthodiagonal Quadrilaterals.
Note: In this section, I only use convex Orthodiagonal quadrilateral in
determining the Pythagorean theorem, however the same can be proved for
concave Orthodiagonal quadrilateral and crossing Orthodiagonal
quadrilateral.
76
4.9.2. Some properties of Orthodiagonal Quadrilaterals.
4.9.2.1. Area of Orthodiagonal Quadrilaterals.
Let orthodiagonal quadrilateral ABCD inscribed into rectangle EFGH .
Figure 4.31. Orthodiagonal quadrilateral inscribed into rectangle.

1
 Area ( ABD ) = . Area ( EHBD )
2
For {¿ the same

the same base BD
parallels BD∧EH
1
 Area ( CBD )= . Area (GFBD )
2
For {¿ the same

the same base BD
parallels BD∧FG
1 1
→ Area ( ABD ) + Area ( BCD )= . Area ( EHBD ) + . Area ( GFBD )
2 2
1 1
→ Area ( ABCD )= . Area ( EFGH )= . ( EF . EH )
2 2
1
→ Area ( ABCD )= . AC . BD.
2
77
Remark 1:
1
Area ( ABCD )= . AC . BD
2
Figure 4.32. Area of Orthodiagonal

Quadrilaterals.
4.9.2.2. Diagonal line of Orthodiagonal Quadrilaterals.
- Orthodiagonal quadrilaterals ABCD
have AC cuts BD at P.
- Draw two squares AB B' ' A' ' and
' '
A A D D.
- M =Midpoint ( Segment ( A ' , A' ' ) )
Figure 4.33. Diagonal line of

As we can see in Figure 4.21 that
Orthodiagonal Quadrilaterals. three points A , P , M are collinear.

PROVE
 Draw a parallelogram AA ' ' IA ' .
 On the line segment AI take 2
points I ' , I ' ' so that { A ' I ' ⊥ AI

A ' ' I ' ' ⊥ AI
 '' ' ' ' '

∆ A I M =∆ A I M (hypotenuse-
acute angle)
{
∠ A ' ' I ' ' M =∠ A ' I ' M =90 °
for M A ' ' =MA '
'' '' ' '
A M I =A M I
'' '' ' '
→ A I =A I
78
{ {
IA ' ∥ AA ' ' → IA ' ⊥ AB '
 We have: AA ' ' ⊥ AB ⟹∠ I A A=∠ BAC
A ' A ⊥ AC
 '
∆ I A A=∆ BAD (side-angle-side)
{
I A = AB ( ¿ I A )
' ''
For ∠ I A' A=∠ BAC

'
AD= A A
→ ∠ IAA '=∠ ADB
 Moreover:
' '
∠ IAP=∠ IA A +∠ A AD +∠ DAP=∠ ADB+90 °+∠ DAP
But ∠ ADB+∠ DAP=90 ° (because ∆ APD is a right triangle at P)
→ ∠ IAP=180 °
→ I , A , P are collinear.
→ A , P , M are collinear
{
'
A I . PA
( '
)
Area P A A =
2
. PA → Area ( P A A ) =Area ( P A A )
'' ' ''
A I
Area ( P A A ) =
''
2
' ''
A I =A I
79
Remark 2:
 A , P , M are collinear
 Area ( P A ' A )= Area ( P A' ' A )

Note: When graphing a square from the
remaining sides of an orthogonal
quadrilateral is another way to illustrate
this without proving it again.
Figure 4.34. Properties of diagonal line
of Orthodiagonal Quadrilaterals.
80
4.9.3. The Pythagorean theorem is proved by extending the altitude of a
right triangle.
4.9.3.1. The first proof of the Pythagorean theorem used altitude extensions.
- a=Line ( A , B )
- P' =Point ( Ray ( C , P ) )
(Such as C P' = AB)
- A' =Point ( Line ( A , C ) )
(Such as P' A ' ⊥ A ' C )
- B' =Point ( Line ( C , B ) )
Figure 4.35. The first proof of the
(Such as C B' ⊥ P' B' )
Pythagorean theorem used altitude
extensions.
{
∠ P' A' C=90 ° (P' A' ⊥ A ' C)
 Quadrilateral C A ' P' B' have ∠ P' B' C=90° (C B ' ⊥ P ' B ' )
∠ ACB=90 °
{
'
A C=P' B '
→ CA' P ' B ' is rectangle → ' '
A P =CB '
 Two triangles C A ' P' and BCA are equal (hypotenuse-angle)
{
∠ C A' P '=∠ ACB=90 °
{
' '
'
→ CA= A P
For C P =AB
' ' A' C=CB
∠ A C P =∠ CBA ( ¿ 90°−∠ PCB )
{
' ' '
→ AC = A' P =C' B' =h
BC =A C=B P =m
 Area ( ACP ' ) =Area ( CAB ' )
For {¿ the same

the same base AC
' '
parallels P B ∧A ' C
81
2
CA . CB ' h
→ Area ( AC P ) =
'
=
2 2
 Area ( CB P' ) = Area ( C A ' B )
For {¿ the same

the same base BC
parallelsCB∧A ' P '
' 2
C A . CB m
→ Area ( C B P )=
' '
=
2 2
 We have: C P' ⊥ AB
→ ACBP ' is a convex Orthodiagonal Quadrilaterals
' 2
AB . C P t
→ Area ( ACB P ) =
'
=
2 2
(Section 4.8.2.2)
Area ( CA P' ) + Area ( CB P ' ) = Area ( CA P' B )

2 2 2
h m t
→ + =
2 2 2
2 2 2
→ h +m =t

in the first proof of the Pythagorean
theorem used altitude extensions.
82
4.9.3.2. The second proof of the Pythagorean theorem used altitude extensions.
steps:
- a=Line ( A , B )
- P' =Point ( Ray ( P ,C ) )
(Such as C P' = AB)
- A' =Point ( Line ( A , C ) )
(Such as P' A ' ⊥ A ' C )
- B' =Point ( Line ( C , B ) )
Figure 4.37. The second proof of the
(Such as C B' ⊥ P' B' )
Pythagorean theorem used altitude extensions.
{
∠ P' A' C=90 ° (P' A' ⊥ A ' C)
 Quadrilateral C A ' P' B' have ∠ P' B' C=90° (C B ' ⊥ P ' B ' )
∠ ACB=∠ A ' CB '=90 °
{
'
A C=P' B '
→ CA' P ' B ' is rectangle→ ' '
A P =CB '
 Two triangles C B' P ' and BCA are equal (hypotenuse-angle)
{
∠ C B' P' =∠ ACB=90 °
{ {
' ' '
CA=B ' P '
For C P' = AB → ' → AC =B' P =C' A' =h
' ' B C=CB BC =B C= A P =m
∠ B C P =∠ CBA ( ¿ ∠ PCA )
 Area ( ACA ' )= Area ( CAP ' )
For {¿ the same

the same base AC
'
parallels P A ∧ AC
'(Euclid - Proposition I.37)
83
2
CA . CA ' h
→ Area ( AC P ) =
'
=
2 2
 Area ( CB P' ) = Area ( C B' B )
For {¿ the same

the same base BC
parallelsCB∧B ' P '
' 2
C B .CB m
→ Area ( C B P )=
' '
=
2 2
 We have: C P' ⊥ AB→ ACBP ' is a concave Orthodiagonal Quadrilaterals
' 2
AB . C P t
→ Area ( ACB P ) =
'
=
2 2
84
Area ( CA P' ) + Area ( CB P ' ) = Area ( CA P' B )
2 2 2
h m t
→ + =
2 2 2
2 2 2
→ h +m =t

in the first proof of the Pythagorean
theorem used altitude extensions.
85
4.9.4. Floor van Lamoen generalized the Pythagorean theorem.
Based on the characterization of diagonal lines in orthodiagonal quadrilaterals-a
conclusion demonstrated in Section 4.9.2.2-Floor van Lamoen generalized the
Pythagorean theorem.
4.9.4.1. Characterizations of Orthodiagonal Quadrilaterals.
“For any orthodiagonal quadrilateral,
the sum of the squares of two
opposite sides equals that of the other
two opposite sides”
In an orthodiagonal quadrilateral ABCD

Figure 4.39. Characterizations of 2 2 2 2
A B + C D =B C + A D
Orthodiagonal Quadrilaterals.
4.9.4.2. Generalized the Pythagorean theorem based on a convex quadrilateral.
Floor van Lamoen draws squares on the sides of the quadrilateral to demonstrate
the characterizations, then proves that the total quantity of the areas of the
squares in two pairs of opposites is equal. We have a new problem:
In an orthodiagonal quadrilateral ABCD

2 2 2 2
A B + C D =B C + A D
→ Area ( A A ' D' D ) + Area ( B B' C' ' C )
¿ Area ( A A' ' B' ' B ) + Area ( C C ' N ' N ' ' )
Figure 4.40. Generalized the Pythagorean

theorem based on a convex quadrilateral.
86
4.9.4.3. Application GeoGebra to drawing the characterizations of an
orthodiagonal quadrilateral.

- Draw a convex quadrilateral ABCD
- AC cut BD at P
- poly 1=Polygon ( B , A , 4 )
- poly 2=Polygon ( A , D , 4 )
- poly 3=Polygon ( D , C , 4 )
- M =Midpoint ( A ' ' , A ' )
- N=Midpoint ( D' , D' ' )
- K=Midpoint ( C ' , C' ' )
- Q=Midpoint ( B' , B'' )
Figure 4.41. Prove the characterizations
of an orthodiagonal quadrilateral.
- A line pass through point Pand
{ perpendicular
¿
'' '' '' '
AB cuts AB , A B at Q , Q ' ¿ perpendicular ¿ AD cuts AD , A D at M
' ''
, M ' ¿ perpendicu
- Draw {
D' P ' ⊥ P M ' ( P' ∈ P M ' )
D' ' P ' ⊥ P N ( P ∈ P N )
' '' '
87
4.9.4.4. Application of GeoGebra to prove the area-preserving shearing in the
characterizations of an orthodiagonal quadrilateral.
 Area ( P' D ' D M ' ' )=2. Area ( P D' D )
(for the diameter P D' bisects the
parallelogram P P' D' D )
 Area ( PD D '' P '' )=2. Area ( PD D' ' )
(for the diameter P D'' bisects the
parallelogram PD D' ' P' ' )
 Area ( P D' D ) =Area ( PD D' ' )
(proved in Section 4.9.2.2)
→ Area ( P' D' DP ) =Area(PDD ' ' P ' ')
 Area ( P' D ' DP )= Area ( M ' ' M ' D' D )
For { the same base DD '

'
¿ the same parallels P M ∧DD '
 ''
Area ( PDD ' ' P ' ' )= Area( D N N D )
' ''
{
''
the same base D D
For '' ' ' (Euclid - Proposition I.35)
¿ the same parallels PN ∧P D
88
→ Area ( M ' M ' ' D D' ) =Area ( N ' ' N ' D' ' D )
For the same reason:
{
Area ( C N N C )= Area(C K K C )
'' ' ' '' ' ''
Area ( K '' K ' B ' B )= Area(B B' ' Q' Q'' )

Area ( QQ A A )= Area ( A A M M )
'' '' ' '
Figure 4.42. The area-preserving

shearing in the characterizations of an
orthodiagonal quadrilateral.
→ Area ( A A ' D' D ) + Area ( B B' C' ' C )= Area ( A A '' B' ' B ) + Area ( C C' N ' N ' ' )
2 2 2 2
→ A B +C D =B C + A D
89
4.9.4.5. Specialization in Orthodiagonal Quadrilateral Characterizations.
For the proof now imagine two adjacent vertices A , B of the quadrilateral ABCD
closing in towards point P. In the limit, the quadrilateral ABCD will become a
right triangle ABD and square B B' C' ' C shrink to point B.
We have: Area ( A A' ' B' ' B ) + Area ( CD D' ' C' ' )= Area ( A A' D' D )
2 2 2
→ A B +B D = A D
 Pythagorean theorem is a specific case of Orthodiagonal Quadrilateral.
90
In Chapter 4, I demonstrated how to use GeoGebra software to prove the
Pythagorean theorem through the shearing method. I began by looking into the
background of Pythagorean arguments and identifying areas where the shearing
approach and those proofs were similar as well. After that, I went over how to
use GeoGebra to shear a proof. Finally, I demonstrated how to use GeoGebra to
establish the Pythagorean theorem.
The Pythagorean theorem can be proved in a variety of ways. They are divided
into four groups:
- The linear relationship-based algebraic proofs.
- The area-preserving shearing proofs, which are based on area
comparisons
- The vector proofs are predicated on the vector function.
- The dynamic proofs depend on velocity and mass.
Instead of an equation connecting the side lengths of a triangle, I explored
Pythagoras' theorem as a connection between the areas. The efficiency of this
transformational method resides in appealing to intuition and stimulating
students' own individual abilities in creating and applying knowledge with
respect to formula mathematics. By using GeoGebra to illustrate area-preserving
shearing, static figures are transformed into dynamic entity coordination, which
is now of importance to educators.
To shear a proof with GeoGebra, you have to create the proof in GeoGebra.
The next step is to decide which line segment to shear the points or objects along
and which parts to pull out. Finally, the shear transformation has to be performed
on the points or objects.
As you can see, the shearing proof of the Pythagorean Theorem is much
easier to comprehend and follow than the original proof; The connection between
the equation and the intuitive geometry of Pythagoras' theorem becomes a better
experience and more straightforward for students to understand the theorem.
91
CONCLUSION AND RECOMMENDATION
1. Conclusion.
The article: “GeoGebra demonstration of shearing proofs for the
Pythagorean theorems.” delves into the use of GeoGebra to demonstrate the
effectiveness of using the shear transformation to prove the Pythagorean theorem
for middle school students. The findings clearly show that incorporating
GeoGebra into instruction significantly enhances students' understanding of the
Pythagorean theorem and improves their mathematical thinking skills.
GeoGebra is a powerful mathematical modeling software that can
effectively support the teaching and learning of mathematics at all levels,
especially in illustrating complex mathematical concepts.
The research has shown that students who attend classes where teachers use
GeoGebra to demonstrate knowledge have significantly better learning outcomes
than students who do not take those classes. Specifically, in the test after
finishing the program on the Pythagorean Theorem, students who participated in
classes using GeoGebra scored an average of 10% higher than students who did
not participate. This shows that GeoGebra contributed to promoting students'
understanding of this theorem.
2. Recommendation.
Based on the compelling findings obtained from this study, we strongly
recommend the following recommendations:
 Seamlessly Integrate GeoGebra into Middle School Math Curriculum:
GeoGebra is a powerful and flexible tool that can be seamlessly integrated
into middle school math curriculum. Its interactivity and visual
representation of mathematical concepts make it a valuable resource for
teaching many mathematical topics, including the Pythagorean Theorem.
 Strengthen teacher training: Promote propaganda for teachers to clearly
see the effectiveness and essential requirements of the GeoGebra
application in innovating math teaching methods, and at the same time
92
launch a widespread movement. and set specific requirements for the
number of GeoGebra application periods to demonstrate knowledge for
each teacher so that through application they can see the effectiveness of
GeoGebra in teaching, especially in innovating teaching methods. Develop
a plan to send teachers to train and foster information technology. Create
conditions for teachers to study and improve their qualifications.
 Extensive research into the effectiveness of GeoGebra in teaching
mathematics: There is considerable value in further research into the
effectiveness of GeoGebra in teaching various mathematical concepts. This
will provide a comprehensive understanding of its potential application in
mathematics courses and inform its effective implementation in different
learning environments.
3. Extension.
Although this study focuses specifically on the use of GeoGebra to illustrate
the proof of the Pythagorean theorem using shear transformations, it is necessary
to acknowledge the broader applications of GeoGebra in mathematics education.
Ultimately, research focusing on the use of GeoGebra in mathematics
teaching should not overshadow its potential in other subjects. GeoGebra's
intuitiveness and interactivity can be effectively applied in many different fields,
such as science, engineering, and design. Future research could explore
GeoGebra's effectiveness in teaching multiple subjects, expanding its scope
beyond mathematics, and promoting broader adoption in educational settings.
Through researching and implementing the recommendations stated above,
the maximum effective use of geometry in the teaching process is to help
students directly participate in the process of understanding knowledge, thereby
making the lecture livelier. With the support of teaching software, both teachers
and students are "freed" from manual, time-consuming work, creating conditions
to delve deeper into the nature of knowledge.
93
REFERENCES
94

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HA NOI METROPOLITAN UNIVERSITY

GEOGEBRA DEMONSTRATION OF SHEARING PROOFS

GEOGEBRA DEMONSTRATION OF SHEARING PROOFS

SUPERVISOR: TA DUY PHUONG

The Graduation Project "GeoGebra demonstration of shearing proofs for

Figure 2.1. Pythagoras the Mathematician...............................................................24

Figure 3.1. Shearing Mapping..................................................................................31

Figure 4.1. Euclid's Windmill..................................................................................42

Figure 1.1. The user interface.

To draw a point, first select

Figure 1.3. Point drawing tool.

Figure 1.4. Draw a point by clicking on a point in the geometry area.

 To hide/show point names, select Figure 1.5. Options when right-

 Line : After selecting the tool, click on

Figure 1.8. Drawing the intersection of two lines.

Figure 1.11. Drawing a perpendicular/parallel line.

To draw regular polygons, we use the

Figure 1.14. Drawing a regular polygon.

 Draw a circle with center O and radius OB

 Let C is the point on the circle with the

Figure 1.17. Drawing a right-angled.

 Connect segment AB and BC

 Connecting two sides CD and AD

Figure 1.18. Drawing a parallelogram.

Figure 1.19. Translate a triangle.

 Step 4: Select to have the slider run

 Step 5: To display the motion of

Translate ( Poly 1 , o∗Vector ( Q , M ) )

 Step 6: Select to have the slider run

( A ˚, B) Draw a circle with center A passing through B.

Figure 2.1. Pythagoras the Mathematician.

The right triangle ABC have:

Figure 2.4. Babylonian clay tablets.

Figure 3.1. Shearing Mapping.

Figure 3.2. Shear Transformations in 2D space.

Figure 3.3. Shearing a rectangle into a parallelogram.

Let BK K ' B ' and B' ' BK K ' 'are

Area ( BK K ' B )= Area ( B' ' BK K ' ' )

 Step 6: A ' =Translate ( K ' , o∗vector ( B' , B' ' ) )

→ Area ( B B' K ' P )= Area ( B' ' K ' ' KP )

→ Area ( BK K ' B ) =Area ( B' ' BK K ' ' )

Let K ' BK and B' BK are

Area ( K ' BK ) =Area(B' BK )

for {¿ the same

(Euclid - Proposition I.35)

Let the parallelogram BCP B ' and

Area ( B B' PC ) =2. Area ( C ' BC )

for {¿ the same

3.2.4. The area-preserving property of a shearing in Euclid’s Element.

Euclid's Elements The area-preserving property of a shearing

The right triangle ABC have:

4.2. Shear, Shape and Area.

We can graph following these

Step 1: Start Step 2: Shear up

Step 3: Push Up Step 4: Shear out

We can graph following these steps:

Figure 4.4. Variation of Euclid's Windmill.

{ the same base AC

 Area ( A D' ' CD )= Area ( A A ' DC )

for { the same base CD

 Area ( A A' DC )= Area ( A A ' P' P )

4.3.3. Euclid’s proof of the Pythagorean Theorem. ( [19], p.48)