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Expanding students' involvement in proof problems: Are geometry teachers willing to depart from the norm?
dc.contributor.authorHerbst, Patricio
dc.contributor.authorAaron, Wendy
dc.contributor.authorDimmel, Justin
dc.contributor.authorErickson, Ander
dc.date.accessioned2013-04-30T14:54:40Z
dc.date.available2013-04-30T14:54:40Z
dc.date.issued2013-04-30
dc.identifier.citationPaper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco. <http://hdl.handle.net/2027.42/97425>en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/97425
dc.description.abstractUsing a multimedia questionnaire we explore the extent to which secondary mathematics teachers recognize a hypothesized norm of doing proofs in geometry—that the teacher is in charge of providing the 'given' and the 'prove.' We also explore whether teachers who recognize the norm make a negative appraisal of its breach and find that geometry teachers are able to see some departures from the norm in a positive light. This finding suggests that it may be possible to expand geometry students' involvement in proof problems.en_US
dc.description.sponsorshipWork reported in this paper was done with the support of NSF grant DRL-0918425 to Patricio Herbst. Opinions expressed here are the sole responsibility of the authors and do not necessarily reflect the views of the Foundation.en_US
dc.language.isoen_USen_US
dc.subjectComics, Norm, Breach, Geometry, Proof, Teachingen_US
dc.titleExpanding students' involvement in proof problems: Are geometry teachers willing to depart from the norm?en_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationotherOregon State Universityen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/97425/1/GivenProveNorm_AERA2013_Herbst_et_al.pdf
dc.owningcollnameEducation, School of


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