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HOW ARE GEOMETRIC PROOF PROBLEMS PRESENTED? CONCEPTUALIZING AND MEASURING TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER

dc.contributor.authorHerbst, Patricio
dc.contributor.authorKosko, Karl W.
dc.contributor.authorDimmel, Justin K.
dc.date.accessioned2013-05-30T01:26:18Z
dc.date.available2013-05-30T01:26:18Z
dc.date.issued2013-05-29
dc.identifier.urihttps://hdl.handle.net/2027.42/97761
dc.description.abstractWe describe the development of measures of teachers' recognition of an instructional norm—that proof problems in high school geometry are presented in a diagrammatic register. A first instrument required participants to openly respond to depictions of classroom scenarios in which the norm was breached. A second instrument was a survey that required participants to rate the extent to which they agreed with various explicit statements about instruction. A third instrument capitalized on pros of the other two. We demonstrate how this instrument development process improved our conceptualization of the components included in the diagrammatic register norm.en_US
dc.description.sponsorshipWork reported in this paper was done with the support of National Science Foundation grant DRL-0918425 to P. Herbst and D. Chazan. All opinions are those of the authors and do not necessarily represent the views of the Foundation.en_US
dc.language.isoen_USen_US
dc.subjectGeometry and Geometrical and Spatial Thinking, Instructional Activities and Practices, Measurement, Reasoning and Proof, Register, Diagramen_US
dc.titleHOW ARE GEOMETRIC PROOF PROBLEMS PRESENTED? CONCEPTUALIZING AND MEASURING TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTERen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationotherAnn Arboren_US
dc.contributor.affiliationotherKent State Universityen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/97761/1/Diagrammatic Register-PMENA2013.pdf
dc.identifier.sourceTo appear in Proceedings of the 2013 Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Educationen_US
dc.owningcollnameEducation, School of


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