Seizing the Opportunity to Create Uncertainty in Learning Mathematics

By O. Zaslavsky. 2005

147 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1ed7a03bc827428db8b6c3ce943c03d31b54f3fd

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Citations in the corpus

Facilitating the Transition from Empirical Arguments to Proof. (2009, background): “The third feature concerned the use of cognitive conflict (e.g., Hadas, Hershkowitz, & Schwarz, 2000; Tirosh & Graeber, 1990; Zaslavsky, 2005) as a major mechanism for supporting an intellectual need for developmental progressions in students' mathematical knowledge in general and knowledge about pr”
Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education (2007, background): “Examples or example creation tasks which spark uncertainty or similar disturbance are more effective than ones which do not upset current assumptions ( Zaslavsky 2005 ).”
Proof constructions and evaluations (2009, methodology): “Third, “cognitive conflict” (see, e.g., Zaslavsky, 2005) was used as a major mechanism to create and support an intellectual need for advancements in prospective teachers’ understanding of proof by presenting the prospective teachers with situations that contradicted their current understandings…”
Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, background): “In this chapter I focus specifically on the teacher-educator role as task designer.1 There is a consensus among mathematics educators that learning occurs through engagement in tasks (Krainer, 1993; Simon & Tzur, 2004; Zaslavsky, 2005).”
The Need for Proof and Proving: Mathematical and Pedagogical Perspectives (2011, methodology): “The terms “cognitive confl ict” and “uncertainty” have overlapping but distinctive meanings (Zaslavsky 2005 ) ; here, we use them interchangeably: We also subsume in these two terms a range of other related terms from the mathematics education literature, such as contradiction, perplexity, and…”
From preschool teachers’ professional development to children’s knowledge: comparing sets (2011, result): “This is in line with Zaslavsky (2005) who reported that ‘‘the tasks that were found particularly worthwhile in terms of meaningful learning were all associated with elements of uncertainty’’ (p. 2). In general, the progression of sets allowed for a gradual disengaging from the concrete to a more a”
Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving (2008, background): “Given the central role that tasks can play in the mathematical activity that takes place in classrooms (e.g., Christiansen & Walther, 1986; Doyle, 1988; Leinhardt, Zaslavsky, & Stein, 1990; Stylianides & Stylianides, 2008; Zaslavsky, 2005 ), we considered fruitful to approach the aforementioned que”
Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics (2007, background): “This argument finds support in the large body of research that suggests that the mathematical activity that takes place in classrooms, including teachers’ decisions about what mathematics tasks to implement and how, are mediated through the curriculum materials they use (Beaton et al., 1996; Burstei”
Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts (2007, background): “3. 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. ( Za”