When, how, and why prove theorems? A methodology for studying the perspective of geometry teachers

Patricio Herbst*, Takeshi Miyakawa

*この研究の対応する著者

研究成果: Article査読

24 被引用数 (Scopus)

抄録

While every theorem has a proof in mathematics, in US geometry classrooms not every theorem is proved. How can one explain the practitioner's perspective on which theorems deserve proof? Toward providing an account of the practical rationality with which practitioners handle the norm that every theorem has a proof we have designed a methodology that relies on representing classroom instruction using animations. We use those animations to trigger commentary from experienced practitioners. In this article we illustrate how we model instructional situations as systems of norms and how we create animated stories that represent a situation. We show how the study of those stories as prototypes of a basic model can help anticipate the response from practitioners as well as suggest issues to be considered in improving a model.

本文言語English
ページ(範囲)469-486
ページ数18
ジャーナルZDM - International Journal on Mathematics Education
40
3
DOI
出版ステータスPublished - 2008
外部発表はい

ASJC Scopus subject areas

  • 数学 (全般)
  • 教育

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