The geometric progression presented geometrically
Author(s): LOUIS E. DE NOYA
Source: The Mathematics Teacher, Vol. 56, No. 3 (MARCH 1963), pp. 146-147
Published by: National Council of Teachers of Mathematics
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The geometr?e progression
presented geometrically
louis e. de noya,Ohio Wesley an University, Delaware, Ohio.
A geometric analysis of the sum of an infinite geometric series
A search of the available literature has bases, construct the equilateral triangles
???
revealed that there exists no satisfactory AoBtAi, AxB2Ah ,4n_i?n4? (Fig. 1).
justification for the tag "geometric" given The anglesBn-2An^Bn-\ and 2?n_iAn_i5n
to a geometric progression. This note pre are equal to /3 and hence to each other.
sents a simple geometric representation Moreover, sides Bn^An^ and Bn^\An-i
of such a progression which may serve as are proportional to sides An-.%Bn-i and
the justification, and a method for calcu An-\Bn because corresponding sides of
lating geometrically its sum. similar triangles are proportional; the tri
Given an arbitrary straight line h, mark angles AoBiAi, A A , ? ? ? ,An-iBnAn
??? are all similar. Thus the triangles BiAiB2}
off the segments , a2, , on, where
=
aw airw~1, |r|<l, with respective end
? ? ?
, Bn-\An-\Bn are similar for
BzAzBz,
??? sides propor
points Ao, A , , An. These segments they have corresponding
represent the terms of the geometric pro tional and included angles of two such
? ? ? ???
gression. Using the a??, ?=1, , , as sides equal. The points Bh B2, ,Bn
146 The Mathematics Teacher |March, 1963
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are therefore collinear. Let the line through = ai?air. Now denote the sum A0C
AoD
these points be k and denote the intersec by S and we have
tion of h and h by C. (See Fig. 2 on the pre S ai
_
ceding page.) ?
ai ai air
As the number of segments increases
without bound, their sum will be the line which becomes the familiar
A0C. To evaluate this sum we construct
through A a line parallel to h and inter S?
1-r
secting A qBi at D. By similar triangles we
have AqC:AqBi = AqAi:A0D. The progression can also be represented
We have constructed AoBi = A0Ai = ai. when
|r| >1,
but we no longer can calcu
But ai = A0D+DBh = air. late its sum.
a,ndDBi Hence,
The College Board and mathematics reform
About 1954, the Committee ofMathematics Unlike the intermediate and advanced
Examiners of the College Board requested that mathematics examinations which measure the
the College Board establish a commission on cumulative achievement in mathematics courses
mathematics to study the nation's mathe that differ from school to school, the advanced
matical needs for mid-twentieth century and placement examination in mathematics is based
the implications for high school mathematics rather closely on a specific syllabus. This
curricula. One of its purposes was to aid the syllabus was established by the Advanced
committee in developing appropriate con Placement Committee of Examiners in Mathe
temporary mathematics tests in the Board matics and can be found in the publication,
program. During the commission's life and also "Advanced Placement Program: Course De
subsequent to the publication of the commission scriptions" (available from College Entrance
reports, the Committee of Mathematics Ex Examination Board, Box 592, Princeton, New
aminers very gradually shifted the emphasis in Jersey). Although there have been minor
the intermediate and advanced mathematics changes in this syllabus, the approach has not
examinations toward the program recommended changed. The advanced placement examination
by the commission on mathematics. The general in mathematics, like the intermediate and ad
direction of these shifts is also similar to that vanced mathematics examinations, is designed
taken by the School Mathematics Study Group to measure understanding of basic concepts and
program and the report of the Curriculum Com ideas as well as the ability to apply them.
mittee of the National Council of Teachers of It should be apparent from the above that
Mathematics. the College Board wishes to exert some modest
and on the mathematics
The specific nature of these shifts may be beneficial influences
briefly described. Solid geometry, especially of curriculum without changing the examinations
the traditional, formal, deductive type has been so radically as to force abrupt shifts in the
greatly deemphasized. In its place is a small curriculum. On the other hand, the Board does
number of intuitive spatial perception items. not wish to retard improvement in the mathe
Some of the latter material is also being intro matics curriculum by using examinations which
duced into the intermediate test along with a do not reflect to some degree desirable improve
little numerical trigonometry and simple co ments.
ordinate In the advanced test, the The maintenance of this delicate balance is
geometry.
emphasis in trigonometry has shifted from the the responsibility of the Committee of Exami
numerical and logarithmic solution of triangles ners in Mathematics (listed in "A Description
toward trigonometry involving peri of the College Board Achievement Tests," Box
analytic
and logarithmic 592, Princeton, New Jersey), composed of col
odicity, trigonometric equations,
and circular functions. Items involving such lege, private, and public school teachers from
as elementary logic, absolute different parts of the country. This committee
special topics
value functions, and inequalities, already occur. keeps informed about mathematics curricular
limits, simple probability, and ele ferment and guides the gradual, but continuous,
Series,
mentary geometry also occur in the evolution of the examinations.?Sheldon S.
analytic
advanced test. The of sets may gradu Myers and Marion G. Epstein, Educational
language
New
ally find some use. Testing Service, Princeton, Jersey.
The geometric progression presented geometrically 147
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