Expanding Students' Involvement in Proof Problems: Are Geometry Teachers Willing to Depart From the Norm?

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Using a multimedia questionnaire we explore the extent to which secondary mathematics teachers recognize a hypothesized norm of doing proofs in geometry???that the teacher is in charge of providing the 'given' and the 'prove.' We also explore whether teachers who recognize the norm make a negative appraisal of its breach and find that geometry teachers are able to see some departures from the norm in a positive light. This finding suggests that it may be possible to expand geometry students' involvement in proof problems.

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Annual Meeting of the American Educational Research Association