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This paper reports on a study examining teachers’ perceptions of students they observed in an animated episode and who were engaged in the work of making conjectures in a geometry classroom. We examined eight conversations among subsets of 29 experienced geometry teachers with respect to how they described students and the mathematical work they perceived students to be engaged in.

international journal of stem education

Teachers’ perceptions of students’ mathematical work while making conjectures: an examination of teacher discussions of an animated geometry classroom scenario