Proceedings of the 20th Asian Technology Conference in Mathematics (Leshan, China, 2015)

Creative Thinking in Mathematics with Tangrams

and The Geometer’s Sketchpad

Krongthong Khairiree
[email protected]
[email protected]
International College, Suan Sunandha Rajabhat University,
Bangkok, Thailand.

Abstract:

The purpose of this paper is to illustrate how Tangram puzzle can be used to enhance students’
creative thinking in mathematics and to use dynamic geometry software the Geometer’s Sketchpad
to develop the pictorial representations and geometrical shapes. In the year 2015, action research
was carried out in a lower secondary school Bangkok, Thailand. The research finding revealed
that the teachers used GSP to construct Tangram puzzle and Egg Tangram. The students explained
that were able to use GSP to drag, rotate and translate the pieces of virtual Tangrams to form the
shapes given to them. Creative thinking and problem solving skills were developed while students
solved and created tangram puzzles. The students were able to express their geometric
imagination, and their understanding of mathematics concept by verbal interactions. The students
had fun and positive attitudes towards mathematics.

1. Introduction
The purpose of this paper is to illustrate the use of Tangram to enhance students’ creative thinking
and understanding in mathematics and to use dynamic geometry software The Geometer’s
Sketchpad (GSP) to develop their representation in mathematics. The teachers used GSP to
construct Tangram puzzle and Egg tangram and to show mathematics relationships in a puzzle
problems. The students used GSP to drag, rotate and translate the pieces of virtual Tangrams
instead of using the pieces of Tangrams-paper to flip and turn in order to form the shapes given
to them. The paper shown that this strategy will inspire teacher to go out of their way from the
tradition geometry class with the problems that take students beyond rote drill. With this method,
geometry class will create the learning environment of exciting, motivating, rewarding thought-
provoking and challenging.

2. Teaching and Learning Mathematics in Thailand

In Thailand, the students learned mathematics five hours per week and there are 16 weeks in one
semester. Geometry is one of the mathematics strands in primary and secondary levels. Learning
geometry is a process of studying the conversation of graphics in space, which can enhance
children’s spatial ability Zhou [1]. Van Hiele [2] described a five-level model on how people
learn Geometry. These levels are a product of experience and instruction, moving from
visualization analysis, abstraction, deduction to rigor. Students play the tangram puzzle is one of
the significant methods to enhance their geometric spatial thinking.

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3. Creative Thinking in Mathematics

Geometry students should learn how geometric ideas and concepts apply to a wide range of human
endeavor-in art, and in daily life outside classrooms. One of the modern themes and approaches
to geometry is transformation geometry concentrates on translation, rotations and reflections. One
way to provide such experience is through the infusion of creative thinking, recreation
mathematics puzzle incorporate with computer software such as dynamic software the Geometer’s
Sketchpad. Recreation mathematics is a term for mathematics carried out for recreation rather
than a strictly knowledge of advanced mathematics. Averbach, B & Chein,O [3] explained that
recreation mathematics involves mathematical puzzle and games and it is used for inspiring the
study of the subject. Research continues to prove that creative thinking and problem solving skills
are enhanced by the challenging fun and play puzzles, games, and brainteasing activities give to
the brain.

Mathematical puzzle make up an integral part of recreational mathematics. The basic idea of
mathematical puzzle is to make a certain shape or design with the given pieces. Averbach, B &
Chein,O [3] suggested puzzles such as Tangram, the students have to assemble the Tangram
pieces put all of pieces together to form shapes of a rectangle, a triangle, a parallelogram or any
figures. While the students are doing the puzzles they are finding out about the relationships of
pieces of tangram to be used to construct a puzzle given. They are learning that a shape stays the
same no matter how it is turned, flipped or slid. They learn that they have to try a variety of ways
before they find the solution. In addition, mathematical puzzles require mathematics knowledge
to solve them. The students have specific rules as do games and puzzles but they do not usually
involve competition between their friends. Instead, the students have to find a solution that
satisfies the given conditions.

4. Empowerment Through Tools: The Geometer’s Sketchpad (GSP)

The Geometer’s Sketchpad is one of the dynamic mathematics software that provides
opportunities for students to investigate and discover mathematics concepts in particular
geometric patterns. GSP empowers students to use their abilities to create graphical
representation, to enable them in developing their mathematical thinking skills, concepts, and
understanding. Khairiree [4] described that while using GSP students learned by exploring,
investigating and discovering. GSP enhance students’ ability in helping them visualize abstract
mathematical relationships and various problem structures through pictorial representations.

5. Tangram
From the educational point of view, Tangram assists in teaching geometry via developing:
geometrical knowledge, reasoning, geometrical imagination. Geometrical imagination is ability
to sense, geometrical shapes, their size and position in space, a given shape in different space
positions, changes of shapes in their size, structure. Two types of Tangram are employed in this
studied.

1. Ancient Chinese Tangram Puzzle

Tangram puzzle is an ancient Chinese art and Tangram is a popular mathematical problem solving
activity. Slocum, J.,et al., [5] described that the Tangram puzzle is in the shape of a square. It

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consists of 7 geometric pieces. The pieces called “tans” are used to create different patterns.
Tangram rules of the puzzle stated that all seven pieces must be used, all pieces must lie flat, all
pieces must touch and no pieces may overlap. Pieces may be rotated and or flipped to form the
desired shape. The Tangram can be arranged in more than 3,000 patterns. The invention of the
tangram puzzle is unrecorded in history. The earliest known Chinese book is dated 1813 but the
puzzle was very old by then. One reason for this could be that in China the country of origin, at
that time it was consider that Tangram was a game for woman and children [5].
2) Egg Tangram Puzzle
Tat, et. Al. [6] explained that Egg Tangram puzzle or the Egg of Columbus or Magic Egg consists
of nine pieces of geometric shape. The nine pieces can be arranged into various patterns, the most
popular are birds. The goal of Egg Tangram is to rearrange the pieces to form other specific
shapes. It is called flip, slide and turn, it is a very fun puzzle to do in the classroom. The process
of arranging pieces together enhance students’ thinking skills, reasoning and visual problem
solving skills.

6. Tangram, GSP and Action Research in Thailand

In Fiscal Year 2015, Suan Sunandha Rajabhat University allocated budget to conduct community
academic services to mathematics teachers. Under the community services, the author received
budget to conduct the training workshops on the use of GSP as a tool in mathematics classes. In
order to have direct experiences the author conducted the action research in mathematics class in
order to explore the classroom environment of creative thinking in mathematics with Tangram
puzzle and GSP approaches. The Tangram puzzle and GSP are introduced in Secondary
Mathematics Textbooks in Thailand.
Russell & Bologna [7] explained that in geometry teaching, tangram puzzle could be used as an
aid in presenting specific mathematical concepts, inspiring children’s observation, imagination,
shape analysis, creativity and logical thinking. The use of creative mathematical virtual Tangram
puzzles and GSP are instructional tools in geometry classroom that provide an environment for
the students to work on something familiar but from a different perspective. One significant of
this occurs in the stage of using GSP to create virtual Tangram puzzles. For example, when
students want to draw a rectangle with ruler they requires a knowledge of the side lengths and
angles measurement. In order to construct a rectangular shape from pieces of virtual tangram
puzzles with GSP, students need more than basic knowledge of a rectangle. They have to employ
knowledge on symmetry and transformation such as rotation, reflect and translation and use GSP
to drag, rotate, and flip the Tangram pieces to construct a rectangular shape. This action research
focused on how teacher implemented creative mathematical puzzle virtual Tangram and GSP in
mathematics classes.

8. Action Research Questions

The action research questions were:
1. How to implement creative thinking in mathematics with Tangram and GSP effectively?
2. What are the effects of using creative thinking in mathematics with Tangram and GSP
towards students’ attitudes in mathematics?

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Research Question 1: How to implement creative thinking in mathematics with Tangram

and GSP effectively?
The following examples show activities in constructing Tangram with GSP and implementing
creative thinking in mathematics with Tangram and GSP in the action research in Thailand.
1. Constructing Tangram with GSP.
The teacher constructed Tangram puzzles with GSP. The steps in constructing ancient Chinese
Tangram and Egg Tangram are as follows.
(1) Ancient Chinese Tangram
Tangram puzzle is an ancient Chinese art and Tangram is a popular mathematical problem solving
activity. The Tangram puzzle is in the shape of a square. It consists of seven geometric pieces.
Tangram puzzle was constructed using GSP as follows.
• Open the Geometer’s Sketchpad, in the File Menu, choose New Sketch and follows the
instruction step-by-step.
• Construct a square ABCD
• Construct the midpoints E F and of the
line segments AB and BD
• Construct line segments AD and CB
• Construct point G and point H, the point of
intersection of segments AD and CB.
• Construct a line segment CH.

• Construct a line through point E perpendicular

to a line segment EF
• Construct point I, the point of intersection of
the perpendicular line and a line segment AD.
• Construct a line through point H parallel to
a line segment BD
• Construct point J, the point of intersection of
the parallel line and a line segment AD.

• Construct the lines segments EI and HJ and

hide the perpendicular and the parallel line.
• Construct the polygon’s interior as shown
in the Figure 1

Figure 1: Constructing an
Ancient Chinese Tangram

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(2) Egg Tangram Puzzle

Egg Tangram puzzle or Magic Egg consists of 9 pieces of geometric shape. Egg Tangram puzzle
was constructed using GSP as follows.
• Open the Geometer’s Sketchpad, in the File Menu, choose New Sketch and follows the
instruction step-by-step.
• Using Segment tool to draw a line segment AB, let AB = 5 cm and construct a line
segment CD through point E perpendicular to line segment AB;
• Construct a circle with center E and set radius 5 cm (can set as parameter t[1] = 5 cm);
• Construct point F, and G the point of intersection of the circle and the perpendicular line;
• Construct rays AF and BF ;
• Construct a circle with center A and radius AB;
• Construct a circle with center B and radius BA;
• Construct a circle with center F and radius 3 cm as shown in the Figure 2.

Figure 2: Constructing an EggTangram

• Construct point H on a line segment

CD, let EH = 2 cm;
• Construct a circle with center H and
radius HE;
• Construct line segments HG, HI, and
HJ; and
• Construct line segments and arcs on
circles to complete Egg Tangram as
shown in Figure 3.

Figure 3: Constructing an EggTangram (cont.)

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• Hide circles, segments, and coloured Egg Tangram as shown in Figure 4 and 5.

Figure 4 Egg Tangram Figure 5 Coloured Egg Tangram

2. Implementing creative thinking in mathematics with Tangram and GSP

The examples of the implementation of creative thinking in mathematics incorporate
Tangram puzzles and GSP in geometry in mathematics classes which used in the action
research are as follows.
2.1 The Figures below show the examples of ancient Tangram in geometry and puzzle
patterns.

Figure 6 Tangram Puzzles

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2.2 The Figures below show the examples of Egg Tangram puzzle patterns.

Figure 7 Egg Tangram Puzzles

2.3 How student learned geometry by using Tangram and GSP

Students used GSP tools to drag, rotate the virtual Tangram pieces to form the puzzle given to
them. These activities enabled students to construct geometric Egg Tangram Puzzles using GSP
to create patterns by rotate and flip a piece of virtual Egg tangram. The students discover the
relationships of graphics in geometry by playing virtual Tangram puzzles, recomposing and
representing the visuals. This would help students concentrate more on thinking and finish the
composition more precisely.

t1 = 60°
t2 = 55°
t3 = 55°
t4 = 145°
t5 = 370°
t6 = 100°
t7 = 235°
t8 = –35°
t9 = 225°

Figure 8 Students created Egg Tangram Puzzle using GSP

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Question 2: What are the effects of using creative thinking in mathematics with Tangram and
GSP towards students’ attitudes in mathematics?

Based on the interview, the researcher found out that the students in the sample schools now liked
to learn mathematics and they had more understanding on translation rotation and reflection. The
students used GSP to drag, rotate, translate and reflect the pieces of virtual tangram to form the
tangram puzzles given to them. The students were able to explain, knew what to do and knew
why they had to do. In addition, the students revealed that with virtual tangram puzzles and GSP
strategy they were able to visualize and create graphical representations, which will enable them
to develop their creative thinking in mathematics, concepts and understanding. The students
explained that it was fun in learning mathematics by this method. Based on these evidences the
students have acquired positive attitude toward mathematics.

9. Conclusions
I had shown that with the use of virtual Tangram puzzles and GSP approach was very useful and
effective method for both teacher and students. This method inspired teachers to go out of their
way from the tradition geometry class with the problems that take students beyond rote drill. With
this method, geometry class will create the learning environment of exciting, motivating,
rewarding thought-provoking and challenging.

References

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i
The author gratefully acknowledges to the Principal of Secondary School, Bangkok, Thailand, students and the
teachers who were involved in this research. The author also acknowledges her gratitude to International College,
Suan Sunandha Rajabhat University Bangkok, Thailand for supporting and funding this research project

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