From (Observing) Problem Solving to (Observing) Problem Posing: Fronting the Teacher as Observer
Nat Banting & Elaine Simmt
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Abstract
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.
Citation
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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References
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***.
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Banting N. (2017) Carving curriculum out of chaos: Exploring teacher interventions and the patterning of small groups in mathematics class. Master’s thesis, University of Alberta, Edmonton, Canada.
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Proulx J. & Simmt E. (2016) Distinguishing enactivism from constructivism: Engaging with new possibilities. In Csíkos C., Rausch A. & Szitányi J. (eds.) Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 4. PME, Szeged, Hungary: 99–106.
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Varela F. (1984) The creative circle: Sketches on the natural history of circularity. In Watzlawick P. (ed.) The invented reality. Norton, New York: 309–323.
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