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ERIC Number: ED606698
Record Type: Non-Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Expanding Students' Role When Doing Proofs in High School Geometry
Herbst, Patricio; Shultz, Mollee; Ko, Inah; Boileau, Nicolas; Erickson, Ander
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 (40th, Greenville, SC, Nov 15-18, 2018)
Using mixed-effects regression, we analyzed teachers' responses to a multimedia survey of instructional practices in posing proof problems in geometry. Teachers described and rated for appropriateness three different ways of involving students in deciding what to prove, including one in which the teacher chooses the givens and the conclusion to prove, and two others that expand the students' role in different degrees. While teachers recognized the former as normative, their ratings identified an alternative as more appropriate, having more positive value, and less negative value than the normative one. This alternative has students propose the givens or the conclusion to prove, and it allows the teacher to control the complexity of instruction by endorsing one proposal before students are to write the proof. [For the complete proceedings, see ED606531.]
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918425