Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19012
Title: 
Authors: 
Issue Date: 
Jul-2017
Citation: 
Choy, B. H., & Dindyal, J. (2017). Noticing affordances of a typical problem. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: Vol. 2 (pp. 249-256). Singapore: PME.
Abstract: 
Typical mathematics problems, such as examination-type questions, are often used in
classrooms to develop students' procedural fluency. In this article, we describe and
analyse what a secondary school mathematics teacher noticed about the affordances of such a problem, as well as how she orchestrated a mathematically productive discussion using the adapted problem in class. The findings suggest that a teacher's productive noticing of the affordances offered by typical problems can enhance the learning experiences of mathematics students.
Description: 
This paper was published in the 2017 proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education held at Singapore from 17 - 22 July 2017
URI: 
ISBN: 
978-981-11-3742-6
Appears in Collections:Conference Papers

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