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Snapshots of productive noticing: Orchestrating learning experiences using typical problems
Citation
Choy, B. H., & Dindyal, J. (2017). Snapshots of productive noticing: Orchestrating learning experiences using typical problems. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 157-164). Mathematics Education Research Group of Australasia.
Abstract
In this paper, we re-examine the commonly-held notion that typical problems, such as textbook exercises and examination questions, are not useful for orchestrating mathematically-rich learning experiences. Drawing from a larger design-based research project, we present a case study of Alice, a secondary school teacher, who orchestrated a productive discussion by using examination questions. We describe how she perceived and harnessed the affordances of such typical problems before and during her lesson. Findings suggest teacher noticing as a key mechanism to enable teachers to unlock the mathematical potential of such problems.
Date Issued
2017
ISBN
9781920846305
Dataset
https://doi.org/10.25340/R4/R7CX9W
Project
OER 03/16 CBH
Grant ID
NIE Education Research Funding Programme
Funding Agency
National Institute of Education, Singapore