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ERIC Number: EJ1211454
Record Type: Journal
Publication Date: 2019
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0228-0671
Leveraging the Perceptual Ambiguity of Proof Scripts to Witness Students' Identities
Brown, Stacy
For the Learning of Mathematics, v39 n1 p7-12 2019
Recognizing identity not only as an important educational outcome but also as being inter-related to students' knowledge and practice, this paper explores an affordance of proof scripts; exploring students' identities. Specifically, drawing on data from teaching experiments and the construct of perceptual ambiguity, this paper presents an analysis of two proof scripts to illustrate the ways proof scripts afford access not only to students' understandings, problematics, and ways of reasoning but also the ways in which such scripts can be productively leveraged to witness students' enacted mathematical identities.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A