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Geometry

Research Reports

	Producing a viable story of geometry instruction: what kind of representation calls forth teachers’ practical rationality? Patricio Herbst, Daniel Chazan

	A conceptual-based curricular analysis of the concept of similarity Jane-Jane Lo, Dana Cox, Tabitha Mingu

	Discourse, metaphor, and multi-representational instruction in the teaching and learning of non-Euclidean geometry Paul Yu, Stephen Blair, Will Dickinson

Short Orals

	Going beyond the rules: making sense of proof Sharon M. Soucy McCrone, Tami S. Martín

	Investigating properties of isosceles trapezoids with the GSP: the case study of two pre-service teachers Adalira Sáenz-Ludlow, Anna Athanasopoulou

Posters

	Revealing students’ conceptions of congruency through the use of dynamic geometry: affordances and constraints of artifacts in a geometry class Gloriana González

	“Installing” a theorem in high school geometry: How and when can a teacher expect students to use a theorem? Patricio Herbst, Talli Nachlieli