A university mathematics teacher educator and a math department chair reflect on how various assignments and structures can support early-career teachers in anticipating student thinking and solutions to purposefully plan lessons.
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Nicholas J. Gilbertson, Samuel Otten, Lorraine M. Males, and D. Lee Clark
For many American students, high school geometry provides their only focused experience in writing proofs (Herbst 2002), and proof is often viewed as the application of recently learned theorems rather than a means of establishing and understanding the truth of general results (Soucy McCrone and Martin 2009).
