Article Summary

Moving Toward More Authentic Proof Practices in Geometry    PDF

2011/2012, Vol. 21, No. 2, 11-33

Various stakeholders in mathematics education have called for increasing the role of reasoning and proving in the school mathematics curriculum. There is some evidence that these recommendations have been taken seriously by mathematics educators and textbook developers. However, if we are truly to realize this goal, we must pose problems to students that allow them to play a greater role in proving. We offer nine such problems and discuss how using multiple proof representations moves us toward more authentic proof practices in geometry.

About the Authors:
Michelle Cirillo is a former classroom teacher who is now an Assistant Professor in the Department of Mathematical Sciences at the University of Delaware. Her research interests include proof in geometry, classroom discourse, and teachers’ use of curriculum materials.
Patricio Herbst is a former classroom teacher who is an Associate Professor in the School of Education at the University of Michigan. His research interests include teacher decision making in geometry classrooms and the use of reasoning and proof to solve problems and develop new ideas.

Last modified: 30 July 2012.
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