Seeing a Colleague Encourage a Student to Make an Assumption While Proving:
Talli Nachlieli and Patricio Herbst with Gloriana González
July 2009, Volume 40, Issue 4, Page 427
This article reports on an investigation of how teachers of geometry perceived an episode of instruction presented to them as a case of engaging students in proving. Confirming what was hypothesized, participants found it remarkable that a teacher would allow a student to make an assumption while proving. But they perceived this episode in various ways, casting the episode as one of as many as 10 different stories. Those different castings of the episode make use of intellectual resources for professional practice that practitioners could use to negotiate the norms of a situation in which they had made a tactical but problematic move.
Geometry & Measurement
Reasoning and Proof