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ERIC Number: EJ833855
Record Type: Journal
Publication Date: 2009-Apr
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Teachers' Perspectives on "Authentic Mathematics" and the Two-Column Proof Form
Weiss, Michael; Herbst, Patricio; Chen, Chialing
Educational Studies in Mathematics, v70 n3 p275-293 Apr 2009
We investigate experienced high school geometry teachers' perspectives on "authentic mathematics" and the much-criticized two-column proof form. A videotaped episode was shown to 26 teachers gathered in five focus groups. In the episode, a teacher allows a student doing a proof to assume a statement is true without immediately justifying it, provided he return to complete the argument later. Prompted by this episode, the teachers in our focus groups revealed two apparently contradictory dispositions regarding the use of the two-column proof form in the classroom. For some, the two-column form is understood to "prohibit" a move like that shown in the video. But for others, the form is seen as a resource "enabling" such a move. These contradictory responses are warranted in competing but complementary notions, grounded on the corpus of teacher responses, that teachers hold about the nature of authentic mathematical activity when proving.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A