Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/23342| Title: | Authors: | Issue Date: | 2020 |
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 volume, pp. 107-115). International Group for the Psychology of Mathematics Education. https://pme44.kku.ac.th/home/2020virtualmeeting |
Dataset: | https://doi.org/10.25340/R4/IAIL5G |
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. |
URI: | File Permission: | Open |
File Availability: | With file |
| Appears in Collections: | Conference Papers |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| IGPME-2020-107.pdf | 378.58 kB | Adobe PDF | View/Open |
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