id: 06434148
dt: a
an: 2015c.00503
au: Dimmel, Justin K.; Herbst, Patricio G.
ti: What details do geometry teachers expect in students’ proofs? A method
for experimentally testing possible classroom norms.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
2. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 393-400
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: E50 G40
ut: proofs; proving; geometry; teachers’ expectations
ci:
li:
ab: Summary: We report on the development and piloting of a method that
provides a sufficient condition for confirming that an observed
regularity in a classroom is a norm. The method we describe is a
refinement of the breaching experiment technique that uses random
assignment to experimental conditions as a means to facilitate
controlled comparisons between participants’ reactions to different
episodes of instruction. We use this method to confirm the existence of
normative ways that teachers scrutinize the details of proofs in
geometry.
rv: