Productive Ambiguity in Unconventional Representations: "What the Fraction Is Going On?"

Autor/inn/en	Marmur, Ofer; Zazkis, Rina
Titel	Productive Ambiguity in Unconventional Representations: "What the Fraction Is Going On?"
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 6, S.637-665 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marmur, Ofer) ORCID (Zazkis, Rina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09510-7
Schlagwörter	Ambiguity (Context); Fractions; Elementary School Teachers; Preservice Teachers; Teacher Response; Mathematics Education + Suchen Sie Ihr Suchwort? Bruchrechnung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkommentar; Mathematische Bildung
Abstract	We explore the responses of 26 prospective elementary-school teachers to the claim "1/6.5 is not a fraction" asserted by a hypothetical classroom student. The data comprise scripted dialogues that depict how the participants envisioned a classroom discussion of this claim to evolve, as well as an accompanying commentary where they described their personal understanding of the notion of a fraction. The analysis is presented from the perspective of productive ambiguity, where different types of ambiguity highlight the prospective teachers' mathematical interpretations and pedagogical choices. In particular, we focus on the ambiguity inherent in the aforementioned unconventional representation and how the teachers reconciled it by invoking various models and interpretations of a fraction. We conclude with a description of how the perspective of productive ambiguity can enrich teacher education and classroom discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01