ERIC Number: EJ872834
Record Type: Journal
Publication Date: 2010-Jan
Abstractor: As Provided
Reference Count: 17
Teaching Practices Associated with the Authoritative Proof Scheme
Harel, Guershon; Rabin, Jeffrey M.
Journal for Research in Mathematics Education, v41 n1 p14-19 Jan 2010
This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.
Descriptors: Teaching Methods, Teacher Attitudes, Mathematics Instruction, Mathematics Teachers, Observation, Teacher Role, Validity, Mathematical Logic, Secondary School Mathematics, High School Students, Teacher Student Relationship, Secondary School Teachers, Classroom Communication, Thinking Skills, Lecture Method, Student Participation
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A