Dietmar Küchemann and Celia Hoyles
We report on the types of explanations that students gave for their answers to a non-standard geometry item. We suggest that these response-types form a partially ordered hierarchy on the basis of mathematical quality of explanation. Students were given the item in Year 8 and again one year later, and a comparison of the frequency of response-types in Years 8 and 9 suggest that many students evaluated the mathematical quality of the responses in an alternative way.
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