Proving and Doing Proofs in High School Geometry Classes: What Is It That Is Going On for Students?

By Patricio G. Herbst, Catherine Brach. 2006

132 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9d3da4e35a1a4a3018b93c760b9a918373365f8f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Statistics and Probability

Citations in the corpus

What Do We Mean by Mathematical Proof (2011, background): “Thus, students can come to believe that proving is a purely formal activity, and may only become engaged in proving when explicitly asked to do so, and even then, only when certain prerequisites are given [29].”
When, how, and why prove theorems? A methodology for studying the perspective of geometry teachers (2008, background): “In Story 2, the proof is assigned to students following the customary division of labor of the situation of ‘‘doing proofs’’ ( Herbst & Brach, 2006 ).”
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013, background): “Herbst (2004) identifies a descriptive mode of interaction and proposes it as characteristic of the role that diagrams play in the situation of “doing proofs” (Herbst & Brach, 2006) in high school geometry classrooms in the United States.”
Students’ understanding of the structure of deductive proof (2016, background): “Yet, as Herbst and Brach (2006) show, such an approach does not necessarily support students through the creative reasoning processes that they need if they are to be able to build up reasoned arguments for themselves.”
Teaching Geometry With Problems: Negotiating Instructional Situations and Mathematical Tasks (2006, background): “…to produce a proof consisting of statements that describe a figure, the tendency to justify every statement made about the figure, and the tendency to refer to objects in the figure by labels (neither conceptually nor by indexical or gestural references; see Herbst, 2004; Herbst & Brach, 2006).”
The Need for Proof and Proving: Mathematical and Pedagogical Perspectives (2011, background): “We discuss how a teacher can foster necessitybased learning that motivates the need to prove.”
The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks (2014, background): “…necessitate deductive forms of reasoning suggests that students, even after their secondary-level geometry course, may have difficulty producing proofs and may continue to rely on empirical forms of reasoning (e.g., Chazan, 1993; Harel & Sowder, 2007; Herbst & Brach, 2006; Selden & Selden, 2003).”