Having high school students prove geometrical propositions became the norm in the United States with the reforms of the 1890â€™s â€“ when geometry was designated as the place for students to learn theâ€¦ (More)

This article uses a classroom episode in which a teacher and her students undertake a task of proving a proposition about angles as a context for analyzing what is involved in the teacherâ€™s work ofâ€¦ (More)

and contexts. In G. Hanna & M. de Villiers (Eds), Proof and Proving in Mathematics Education (the 19th ICMI Study) (pp. 261-277). New York, Springer. ISBN: 9789400721289 Abstract. This chapterâ€¦ (More)

Sustaining online discussion in general has been a critical problem because of the nature of text-based exchange among participants. Supporting online teacher learning through the use of forums, inâ€¦ (More)

This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions thatâ€¦ (More)

We consider the functions of proof in mathematics from the perspective of the work of the mathematics teacher. The work of proving and the time spent on proving, what can a teacher account it to? Howâ€¦ (More)

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and studentsâ€™ actions in those records,â€¦ (More)

We compared effects of video and animated representations of teaching practice among teacher candidates. Sixty-one participants completed a questionnaire rating the representation in terms of itsâ€¦ (More)