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Where to put the decimal point? Noticing opportunities to learn through typical problems
Citation
Choy, B. H. (2020). Where to put the decimal point? Noticing opportunities to learn through typical problems. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Interim vol., pp. 107-115). International Group for the Psychology of Mathematics Education. https://pme44.kku.ac.th/home/2020virtualmeeting
Abstract
It is challenging to design and structure lessons to maximize high-quality opportunities to learn mathematics in the classrooms. This paper presents a case study of Mary, a beginning mathematics teacher in Singapore, to illustrate how she noticed opportunities to learn during the planning and enacting of a lesson on decimal fractions for Primary 4 students. The case highlights the importance of noticing affordances of typical problems and opportunities to orchestrate productive discussions to provide quality opportunities to learn.
Date Issued
2020
Dataset
https://doi.org/10.25340/R4/IAIL5G