When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching

@inproceedings{Lampert1990WhenTP,
  title={When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching},
  author={Magdalene Lampert},
  year={1990}
}
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public school. A case of teaching and learning about… 

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