Secondary school mathematics teachers are often exhorted to incorporate reasoning into all mathematics courses. However, many feel that a focus on reasoning is easier to develop in geometry than in other courses. This article explores ways in which reasoning might naturally arise when solving equations in algebra courses.

Contributor Notes

Daniel Chazan,, is the director of the Center for Mathematics Education at the University of Maryland in College Park and co-PI of the ThEMaT Project. He is fascinated by the way disciplinary norms from mathematics and norms of schooling intersect in mathematics classrooms.

Dara Sandow,, was a research associate on the ThEMaT Project at the University of Maryland. Among her interests are how the interaction of knowledge, values, and other beliefs affect teachers' and students' choices. Daniel Chazan; Carolina A. Napp-Avelli

(Corresponding author is Chazan
(Corresponding author is Sandow
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