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Title: Mathematical meaning-making and its relation to design of teaching.
Authors: Jaworski, Barbara
Keywords: Functions
Mathematical meaning
Issue Date: 2015
Publisher: Universidad de Granada
Citation: JAWORSKI, B., 2015. Mathematical meaning-making and its relation to design of teaching. PNA, 9 (4), pp. 261 - 272.
Abstract: 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.
Description: 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/
Version: Published
URI: https://dspace.lboro.ac.uk/2134/18228
Publisher Link: http://www.pna.es/index.html
ISSN: 1887-3987
Appears in Collections:Published Articles (Mathematics Education Centre)

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