Learning about Triangles

A couple of days ago I told a joke about mathematics. The point of this joke was that mathematicians do not try and solve a problem to arrive at an answer, but to manipulate the problem into resembling one that has been solved before, so that it can be solved routinely without the need for inventive thought. This is particularly clearly seen with geometry. Geometry is necessary for civil engineering and mechanical engineering. The theorems of geometry allow the designer to calculate on paper what needs to be done, rather than have to build whatever it is they are designing and then modify it. Working out the height of a particular structure involves geometry, as does working out the area and volume it occupies. Deciding if a structure is stable, or if it will fall down requires geometry. However, there is no reason for the designer to reinvent the wheel, mathematicians have already worked out just about every attribute of the triangle, and hence every attribute of any shape that can be made up from triangles. This is why, in maths, so much time and energy is expended on learning the properties of triangles. But for so many pupils in school learning about triangles is an irrelevancy. They cannot see the use of this learning and consequently are unmotivated. At Puppet Maths we use our puppets to create situations that demonstrate the relevancy of the maths we teach, so that our pupils are engaged. Once a young mind is engaged with the subject then maths becomes fun, and once maths is fun, then maths becomes easy