This paper analyzes the ways proof ideas in an algebra lesson were offered to students (1) by two different teachers, and (2) in two different classes taught by the same teacher. The findings show differences between the two teachers, and between the two classes taught by the same teacher, regarding the proof ideas made available to learn in the lesson.
|Title of host publication
|Proceedings of the VI Congress of the European Society for Research in Mathematics Education
|Viviane Durand-Guerrier, Sophie Soury-Lavergne, Ferdinando Arzarello
|Place of Publication
|Number of pages
|Published - 2009