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ABSTRACT
This paper presents an example of how paper folding can be used in a geometry class to support conceptual understanding. Specifically, it explains an activity that constructs a rhombus and explores its attributes by using paper folding. The steps of constructing a rhombus are described and some discussion questions are given to consolidate understanding.
Acknowledgments
The author would like to thank Walter Whiteley, from York University, Toronto, Canada, for reading the manuscript and providing valuable feedback. The author also thanks the members of the reviewing committee for providing important feedback.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Funding
Pamukkale University [grant number PAU-BAP 2015HZL020].