Proof transcription in high school geometry: A study of what teachers recognize as normative when students present proofs at the board
Published: 2020
Publication Name: Educational Studies in Mathematics
Publication URL: https://doi.org/10.1007/s10649-020-09975-y
Abstract:
We investigated how US secondary mathematics teachers expect students to present geometric proofs at the board. We analyzed video records of geometry classrooms and found students to be engaged in a practice that we call proof transcription—i.e., mark-for-mark reproductions of previously completed proofs that were not reasoned reconstructions of arguments. To investigate whether or not US secondary mathematics teachers recognize transcriptions as routine occurrences when students presented proofs, we conducted a survey experiment. Participants (n = 60) viewed episodes of instruction and answered questions that elicited their reactions to those episodes. The analysis of open- and closed-ended responses to the survey indicated that participants recognized transcriptions as routine. Our study contributes a fine-grained description of what teachers expect from students when students are called to present their work at the board.
This research was supported in part by Rackham Merit Fellowship from the University of Michigan (first author). The video archive was collected with the support of NSF grant REC-0133619 and the experiment data with NSF grant DRL-0918425 (P. Herbst, PI). The Opinions expressed here are the authors’ and do not reflect the views of the University of Michigan or the National Science Foundation.
Dimmel, J. K., & Herbst, P. G. (2020). Proof transcription in high school geometry: A study of what teachers recognize as normative when students present proofs at the board. Educational Studies in Mathematics, 105(1), 75–89. https://doi.org/10.1007/s10649-020-09975-y