I don't think the student's writing is available anywhere, but here is what Paul Lockhart said about it in his "A Mathematician’s Lament" [1]: > To be fair,

I don't think the student's writing is available anywhere, but here is what Paul Lockhart said about it in his "A Mathematician’s Lament" [1]: > To be fair, I did paraphrase the proof considerably. The original was quite a bit more convoluted, and contained a lot of unnecessary verbiage (as well as spelling and grammatical errors). But I think I got the feeling of it across. And these defects were all to the good; they gave me something to do as a teacher. I was able to point out several stylistic and logical problems, and the student was then able to improve the argument. For instance, I wasn’t completely happy with the bit about both diagonals being diameters— I didn’t think that was entirely obvious— but that only meant there was more to think about and more understanding to be gained from the situation. And in fact the student was able to fill in this gap quite nicely: “Since the triangle got rotated halfway around the circle, the tip must end up exactly opposite from where it started. That’s why the diagonal of the box is a diameter.” So a great project and a beautiful piece of mathematics. I’m not sure who was more proud, the student or myself. This is exactly the kind of experience I want my students to have. [1] https://fermatslibrary.com/s/a-mathematicians-lament https://fermatslibrary.com/s/a-mathematicians-lament