id: 06152176
dt: j
an: 2013b.00486
au: Cirillo, Michelle; Herbst, Patricio G.
ti: Moving toward more authentic proof practices in geometry.
so: Math. Educ. (Athens) 21, No. 2, 11-33 (2012).
py: 2012
pu: ,
la: EN
cc: E50 G40
ut: proving; geometry; teaching; justifying; mathematical reasoning;
    mathematical ability; foundations of mathematics; formal reasoning;
    deduction; two-column proof; history of mathematics education; proof
    representations; paragraph proof; proof trees; flow proof; teacher role
    in managing proof activity; problem posing
ci: 
li: http://math.coe.uga.edu/tme/Issues/v21n2/3-21.2_Cirillo%20&%20Herbst.pdf
ab: Summary: Various stakeholders in mathematics education have called for
    increasing the role of reasoning and proving in the school mathematics
    curriculum. There is some evidence that these recommendations have been
    taken seriously by mathematics educators and textbook developers.
    However, if we are truly to realize this goal, we must pose problems to
    students that allow them to play a greater role in proving. We offer
    nine such problems and discuss how using multiple proof representations
    moves us toward more authentic proof practices in geometry.
rv: