Teaching Practices That Can Promote the Authoritative Proof Scheme

Abstract

This article presents case studies of the classroom teaching practices of two algebra teachers. Our data consist of videotaped classroom observations during a single academic year. We identify and characterize specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. We suggest that these practices are likely to promote the development of the authoritative proof scheme in students. Our results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning and can be used as parameters to investigate teacher change.