Productive ambiguity in unconventional representations: “what the fraction is going on?”

Marmur, Ofer; Zazkis, Rina

doi:10.1007/s10857-021-09510-7

Cited by 9 publications

(2 citation statements)

References 48 publications

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“…The use of an ambiguous mathematical problem in this research, along with the diverse answers from the students, serves several purposes. This approach creates a situation where there is no clear straightforward or single 'correct' answer, thereby inviting a variety of different solutions and approaches to the problem due to intentional linguistic ambiguity (Marmur & Zazkis, 2022). This ambiguity stems from the lack of clear criteria for distribution in division, creating an environment rich with multiple solution possibilities (Foster, 2011).…”

Section: Data Collectionmentioning

confidence: 99%

“…Moreover, it promotes an open-minded approach, urging them to pay close attention to the different ideas and strategies presented by each student. This approach to ambiguity can be productive, both mathematically and pedagogically (Foster, 2011;Marmur & Zazkis, 2022). It aids in the development of prospective teachers' sense-making skills and enhances their capacity to recognize and appreciate the diversity of students' thinking (Ribeiro et al, 2016).…”

Section: Data Collectionmentioning

confidence: 99%

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Exploring prospective teachers’ stances in making sense of students’ mathematical ideas

Scheiner,

Montes

2024

J Math Teacher Educ

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In this paper, we explore the critical practice of making sense of students’ mathematical ideas. We extend previous research by studying stances prospective teachers adopt, the extent or depth to which they do so, and the types of prospective teachers making sense of students’ mathematical ideas. Analyzing the responses of 123 prospective teachers to students’ different ideas on an ambiguous mathematical task, our study identifies various stances—descriptive, evaluative, comparative, interpretive, inquiry-based, connective, and projective—and explores the complexity of attributing value, meaning, and significance to student ideas. Our findings offer insights into various types of making sense of students’ ideas and suggest that different kinds of attributions are at play for the purposes of observation, assessment, understanding and projection/prediction.

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Section: Data Collectionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%