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Mathematical meaning-making and its relation to design of teaching.

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journal contribution
posted on 10.07.2015 by Barbara Jaworski
We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

PNA

Volume

9

Issue

4

Pages

261 - 272 (11)

Citation

JAWORSKI, B., 2015. Mathematical meaning-making and its relation to design of teaching. PNA, 9 (4), pp. 261 - 272.

Publisher

Universidad de Granada

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported (CC BY-NC-ND 3.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/

Publication date

2015

Notes

This article is published by the Universidad de Granada in the journal PNA. It is distributed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License, http://creativecommons.org/licenses/by-nc-nd/3.0/

ISSN

1887-3987

Language

en

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