Mathematical proof
through Geometry
Hoang Quoc Viet
Abstract
" Pure mathematics is, in its way, the poetry of
logical ideas."
Albert Einstein
1 What is proof without words?
Proofs without words are pictures or diagrams
that help the reader see why a particular mathe-
matical statement may be true, and also see how
one might begin to go about proving it true. In
some instances a proof without words may in-
clude an equation or two to guide the reader,
but the emphasis is clearly on providing visual
clues to stimulate mathematical thought. While
proofs without words can be employed in many
areas of mathematics (geometry, number theory,
trigonometry, calculus, inequalities, and so on).
Suydam (44) concluded:
” If problem solving is treated as "apply
the procedure," then the students try to
follow the rules in subsequent problems.
If you teach problem solving as an ap-
proach, where you must think and can
apply anything that works, then stu-
dents are likely to be less rigid. (p. 104)”
2 Why Proofs using geometry?
The visual dimensions of mathematical leam-
ing and the value of visual-spatial thinking in-
creasingly have been acknowledged as essential
to mathematics education (Clements & Battista,
Fernando Chandika
1992; Zimmermann & Cunninghatn, 1991). The
visual-spatial content of mathematics is broad,
and includes, among others, concepts associated
with geometry and spatial sense, measurement,
reasoning, and statistics. Visualizing objects and
graphically representing numerical information
are important mathematical tools that help stu-
dents to solve problems and to understand math-
ematical concepts (Goldin, 2002). Visual-spatial
representations may function as mental imagery,
or in the "mind’s eye." Mental imagery and the
associated intemal representations which can be
’pictured in the minds eye’ play a role in prob-
lem solving by aiding memory and understanding
(Sadoski & Paivio, 2001).
3 Goals to obtaining a proof
The ultimate goal of any problem-solving pro-
gram is to improve students’ performance at solv-
ing problems correctly. By doing so, they should
be able to develop methods in writing and obtain-
ing a logical proof. The specific goals of problem-
solving in Mathematics are to:
1. Improve students’ willingness to try prob-
lems and improve their perseverance when
solving problems.
2. Improve students’ self-concepts with respect
to the abilities to solve problems.
3. Make students aware of the value of ap-
proaching problems in a systematic manner.
4. Make students aware that many problems
can be solved in more than one way.
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 5. Improve students abilities to select appropri-
ate solution strategies.

6. Improve students’ abilities to implement so-

lution strategies accurately.

7. Improve students’ abilities to get more cor-

rect answers to problems.

" Proof is an idol before whom the pure

mathematician tortures himself."

Arthur Stanley Eddington

The Nature of the Physical World

4 Conclusion
The reality of that talk of ’the mind’s eye’ and ’see-
ing mathematical entities’ is highly metaphori-
cal. This is to be regretted-but not repented. Pic-
ture proofs are obviously too effective to be dis-
missed and they are potentially too powerful to
be ignored. Making sympathetic sense of them is
what is required of us.

5 References
1. Edens, K., & Potter, E. (2008). How Students
"Unpack" the Structure of a Word Prob-
lem: Graphic Representations and Problems
Solving. School Science & Mathematics,
108(5), 184-196.

2. Cupillari, A. (1989). Proof without Words:

³ ´2
13 + 23 + 33 + 43 + . . . + n3 = n(n4+1) . Mathe-
matics Magazine, 62(4), 259.

3. W Lushbaugh. (no title). Mathematical

Gazette, (49):200, 1965.

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