Volume 13 · Number 1 · Pages 177–179
From (Observing) Problem Solving to (Observing) Problem Posing: Fronting the Teacher as Observer

Nat Banting & Elaine Simmt

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Open peer commentary on the article “From Problem Solving to Problem Posing, and from Strategies to Laying Down a Path in Solving: Taking Varela’s Ideas to Mathematics Education Research” by Jérôme Proulx & Jean-François Maheux. Upshot: The aim of this commentary is to extend the work of Proulx and Maheux to include consideration of the teacher-observer whose role (in part) in the mathematics classroom is to ensure that curriculum goals are being met.


Banting N. & Simmt E. (2017) From (observing) problem solving to (observing) problem posing: Fronting the teacher as observer. Constructivist Foundations 13(1): 177–179. http://constructivist.info/13/1/177

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Banting N. & Simmt E. (2017) Problem drift: Teaching curriculum with(in) a world of emerging significance. In Galindo E. & Newton J. (eds.) Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Hoosier Association of Mathematics Teacher Educators, Indianapolis IN: ***PAGE NUMBERS STILLMISSING***. ▸︎ Google︎ Scholar
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