Euclid's Escape Room
Christina Praetzel
The classical approach to learning Geometry goes above and beyond a standard mathematics course to instill a deeper understanding of the origin of each concept. At Our Lady of Victory, the students discover mathematical universals on their own by studying Euclid’s geometric proofs. We begin with simple definitions of space, clarifying what constitutes each dimension. Moving forward, the students construct simple shapes out of points, lines, and angles. With each step, the students demonstrate full knowledge of why their progression is valid. Hence, we institute the famous two- column proof. As more complex and particular shapes are wont to be created, the students apply prior proofs and build the desired models. To top off the year, we perform iterations of simpler sketches to discover the origins of parabolas, ellipses, hyperbolas, and the like.
As if this new knowledge is not entertaining enough, several classes operate as games for the students, as they figure out proofs of each new proposal. During one particular class period, the students found themselves in an “escape room”. They were given the next proposal in Euclid’s Elements, which had not yet been covered in class. A timer was set and suspenseful music ensued. The students were required to work together as a class to write the full proof on the board with the correct wording for each statement and the valid corresponding reason. Only when a step and its reason were completed correctly (indicated by the noise of a ringing bell), could the students move on to writing the successive step. Much to the students’ and the teacher’s delight, the task was accomplished and the room proudly escaped with about ten seconds on the clock to spare.
The drive for learning at Our Lady of Victory is far surpassing that of many high schools. The students are filled with wonder and are unafraid to ask questions that go deeper than what is typically encountered at the high school level. Perhaps it is the selection of families that attend. Maybe it is the approach the Chesterton Academy schools take in placing dignifying responsibilities on the students. Regardless of the cause, this motivation is a large part of what enables the success of the mathematics courses and all courses at Our Lady of Victory. I look forward to another year of exceptional mathematical enlightenment, and I hope to meet many new minds at work as we begin this journey together.
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