When Geometry teachers pose proof problems to students, it is the teacher who provides the givens and the statement to be proven; we hypothesize that teachers of geometry recognize this to be the norm. This study examined teachers’ decision-making in regards to the posing of a proof problem, and whether recognition of this norm accounted for the decision made. Results of a multinomial regression indicated that the more participants recognized that norm of posing proof problems, the less likely they were to select an action that breached the norm.Research reported had the support of the National Science Foundation through grant DRL-0918425 to P. Herbst. All opinions are those of the authors and don’t necessarily reflect the views of the Foundation.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91282/1/PMENA_2012_Decision_finalweb.pd
