Seizing the Opportunity to Create Uncertainty in Learning Mathematics

Zaslavsky, Orit

doi:10.1007/s10649-005-0606-5

Cited by 100 publications

(52 citation statements)

References 19 publications

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“…The findings that both use of the cognitive conflict in a nonthreatening way and recognizing the multidimensional perspectives that affect the cognitive conflict as a teaching mechanism is important in challenging the mathematical beliefs of prospective teachers'. Similar observations were also made by Hadas et al (2000); Zaslavsky (2005); Lee et al (2003);Fraser (2007); and Stylianides and Stylianides (2008).…”

Section: Discussionsupporting

confidence: 83%

The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics

Weldeana

Abraham

2013

J Math Teacher Educ

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Many learners hold traditional beliefs about mathematics that can hamper their learning in the discipline. To address this issue, a ''history-based'' intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. Data sources were pretest and posttest scores of a 12-theme questionnaire designed for this study called ''Prospective teachers' beliefs questionnaire about mathematics learning'' and written reflections of prospective teachers. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs. Fortunately, the intervention program has helped the prospective teachers revise and correct their beliefs, thoughts, and understandings. Study of the prospective teachers' written reflections and observations of their oral presentations during whole-class discussions strengthen the results of the quantitative study.

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Section: Discussionsupporting

confidence: 83%

The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics

Weldeana

Abraham

2013

J Math Teacher Educ

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“…In Ref. [24], Engle developed the notion further, building on Zaslavsky's ideas in mathematics education, to define problematizing as "any individual or collective action that encourages disciplinary uncertainties" [25]. Engle's work is the clearest we have found to describe problematizing as a part of students' engagement in science.…”

Section: B Attention To Students' Formulating Questionsmentioning

confidence: 99%

Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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The work of physics learners at all levels revolves around problems. Physics education research has inspired attention to the forms of these problems, whether conceptual or algorithmic, closed or open response, well or ill structured. Meanwhile, it has been the work of curriculum developers and instructors to develop these problems. Physics education research has supported these efforts with studies of students problem solving and the effects of different kinds of problems on learning. In this article we argue, first, that developing problems is central to the discipline of physics. It involves noticing a gap of understanding, identifying and articulating its precise nature, and motivating a community of its existence and significance. We refer to this activity as problematizing, and we show its importance by drawing from writings in physics and philosophy of science. Second, we argue that students, from elementary age to adults, can problematize as part of their engaging in scientific inquiry. We present four cases, drawing from episodes vetted by a panel of collaborating faculty in science departments as clear instances of students doing science. Although neither we nor the scientists had problematizing in mind when screening cases, we found it across the episodes. We close with implications for instruction, including the value of helping students recognize and manage the situation of being confused but not yet having a clear question, and implications for research, including the need to build problematizing into our models of learning.

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“…Explore teachers' gravitation towards certain types of didactical practice, crucially, in the light of 1 and 2 and through the type of feedback they state they would provide to the student (for example, in terms of how they employ exemplification as a means for explanation, illustration etc. (Zaslavsky 2005)). …”

Section: Task Structurementioning

confidence: 99%