**AMA 10th edition**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Yanuarto WN. Students’Awareness on Example and Non-Example Learning in Geometry Class. *Int Elect J Math Ed*. 2016;11(10), 3511-3519.

**APA 6th edition**

**In-text citation:** (Yanuarto, 2016)

**Reference:** Yanuarto, W. N. (2016). Students’Awareness on Example and Non-Example Learning in Geometry Class. *International Electronic Journal of Mathematics Education, 11*(10), 3511-3519.

**Chicago**

**In-text citation:** (Yanuarto, 2016)

**Reference:** Yanuarto, Wanda N.. "Students’Awareness on Example and Non-Example Learning in Geometry Class". *International Electronic Journal of Mathematics Education* 2016 11 no. 10 (2016): 3511-3519.

**Harvard**

**In-text citation:** (Yanuarto, 2016)

**Reference:** Yanuarto, W. N. (2016). Students’Awareness on Example and Non-Example Learning in Geometry Class. *International Electronic Journal of Mathematics Education*, 11(10), pp. 3511-3519.

**MLA**

**In-text citation:** (Yanuarto, 2016)

**Reference:** Yanuarto, Wanda N. "Students’Awareness on Example and Non-Example Learning in Geometry Class". *International Electronic Journal of Mathematics Education*, vol. 11, no. 10, 2016, pp. 3511-3519.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Yanuarto WN. Students’Awareness on Example and Non-Example Learning in Geometry Class. Int Elect J Math Ed. 2016;11(10):3511-9.

# Abstract

The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed, three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews with the teachers were conducted,and their lesson plans were examined. Data analysis was done in an iterative way, and the categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation of examples in geometry class.