Secondary mathematics teachers' attitudes toward alternative communication practices when doing proofs in geometry

We investigated secondary mathematics teachers' attitudes toward alternative ways of managing instruction on geometric proofs. Participants assigned to different experimental conditions viewed storyboard episodes of instruction. Some episodes showed instruction we hypothesized teachers would recognize as routine. Other episodes showed instruction that we hypothesized teachers would recognize as departures from routine. We found that, when participants were shown storyboards that represented what routinely happens in classrooms, positive and negative markers of attitude in their reactions to the storyboards occurred with equal frequency. But when presented with departures from routine, participants' reactions included significantly more negative than positive markers of attitude.