Literaturnachweis - Detailanzeige
| Autor/inn/en | Choy, Ban Heng; Dindyal, Jaguthsing |
|---|---|
| Titel | Productive Teacher Noticing and Affordances of Typical Problems |
| Quelle | In: ZDM: Mathematics Education, 53 (2021) 1, S.195-213 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Choy, Ban Heng) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1863-9690 |
| DOI | 10.1007/s11858-020-01203-4 |
| Schlagwörter | Mathematical Applications; Affordances; Mathematics Teachers; Mathematics Instruction; Attention; Mathematical Concepts; Concept Formation; Instructional Effectiveness |
| Abstract | In this paper, we extend the notion of noticing during the planning of a lesson to examine what and how teachers notice concerning the affordances of typical problems, such as examination-type or standard textbook questions. Teachers in examination-oriented educational systems generally use these types of problems to develop procedural skills. However, the affordances of such problems for developing conceptual understanding have been largely untapped. Here, we present an exemplifying case of a mathematics teacher, Alice, who used typical problems effectively in her classroom to deepen students' understanding of mathematics. We argue that Alice productively noticed the affordances of these typical problems beyond their usual use, and we suggest recommendations for supporting mathematics teachers in providing high-quality learning experiences for all students. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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