Seizing the opportunity to create uncertainty in learning mathematics

Research output: Contribution to journalArticle

Abstract

The paper is a reflective account of the design and implementation of mathematical tasks that evoke uncertainty for the learner. Three types of uncertainty associated with mathematical tasks are discussed and illustrated: competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes. One task is presented in depth, pointing to the dynamic nature of task design, and the added value stimulated by the uncertainty component entailed in the task in terms of mathematical and pedagogical musing.

Original languageEnglish (US)
Pages (from-to)297-321
Number of pages25
JournalEducational Studies in Mathematics
Volume60
Issue number3
DOIs
StatePublished - Nov 2005

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mathematics
uncertainty
Uncertainty
learning
value added
Unknown
Path
Learning
Design

Keywords

  • Cognitive conflict
  • Counterexample
  • Mathematics teacher education
  • Proof
  • Task design
  • Uncertainty

ASJC Scopus subject areas

  • Mathematics(all)
  • Social Sciences(all)

Cite this

Seizing the opportunity to create uncertainty in learning mathematics. / Zaslavsky, Orit.

In: Educational Studies in Mathematics, Vol. 60, No. 3, 11.2005, p. 297-321.

Research output: Contribution to journalArticle

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