posted on 2015-07-10, 12:45authored byBarbara 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/