Authority and whole-class proving in high school geometry: The case of Ms. Finley
| Autor: | Sarah K. Bleiler-Baxter, Samuel Otten, Christopher Engledowl |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Applied Mathematics
Discourse analysis 05 social sciences 050301 education Geometry Education Mathematics (miscellaneous) 0502 economics and business Public discourse ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0503 education 050203 business & management Proof construction Mathematics |
| Zdroj: | The Journal of Mathematical Behavior. 46:112-127 |
| ISSN: | 0732-3123 |
| DOI: | 10.1016/j.jmathb.2017.04.002 |
| Popis: | Students’ experiences with proving in schools often lead them to see proof as a static product rather than a negotiated process that can help students justify and make sense of mathematical ideas. We investigated how authority manifested in whole-class proving episodes within Ms. Finley’s high school geometry classroom. We designed a coding scheme that helped us identify the proving actions and interactions that occurred during whole-class proving and how Ms. Finley and her students contributed to those processes. By considering the authority over proof initiation, proof construction, and proof validation, the episodes illustrate how whole-class proving interactions might relate to students’ potential development (or maintenance) of authoritative proof schemes. In particular, the authority of the teacher and textbook limited students’ opportunities to engage collectively in proving and sometimes allowed invalid arguments to be accepted in the public discourse. We offer suggestions for research and practice with respect to authority and proof instruction. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect