NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED585061
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Evaluating Teachers' Decisions in Posing a Proof Problem
Kosko, Karl W.; Herbst, Patricio
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012)
When Geometry teachers pose proof problems to students, it is the teacher who provides the givens and the statement to be proven; we hypothesize that teachers of geometry recognize this to be the norm. This study examined teachers' decision-making in regards to the posing of a proof problem, and whether recognition of this norm accounted for the decision made. Results of a multinomial regression indicated that the more participants recognized that norm of posing proof problems, the less likely they were to select an action that breached the norm. [For the complete proceedings, see ED584829.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918425