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

Author:

Marmur OferORCID,Zazkis RinaORCID

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference69 articles.

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2. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

3. Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117–125.

4. Buchbinder, O., & Cook, A. (2018). Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice (pp. 131–154). Springer.

5. Byers, W. (2007). How mathematicians think: Using ambiguity, contradiction, and paradox to create mathematics. Princeton University Press.

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