Preservice Teachers ’ Mathematical Task Posing : An Opportunity for Coordination of Perspectives

  • Zachary Rutledge Anderson Norton
  • Published 2008

Abstract

This article provides detailed analysis, from a radical constructivist perspective, of a sequence of letter-writing exchanges between a preservice secondary mathematics teacher and a high school student. This analysis shows the ways in which the preservice teacher gained understanding of the high school student’s mathematics and attempted to pose tasks… (More)

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