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dc.contributor.authorKlymchuk, Sen_NZ
dc.date.accessioned2015-10-01T23:06:48Z
dc.date.available2015-10-01T23:06:48Z
dc.date.copyright2015-06-15en_NZ
dc.identifier.citationTeaching Mathematics and Its Applications (2015) 34, 63-70. doi:10.1093/teamat/hru022en_NZ
dc.identifier.issn0268-3679en_NZ
dc.identifier.issn1471-6976en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/9090
dc.description.abstractThe article investigates the role of attention in the reflective thinking of school mathematics teachers. It analyses teachers’ ability to pay attention to detail and use their mathematical knowledge. The vast majority of teachers can be expected to have an excellent knowledge of mathematical techniques. The question examined here is whether this kind of knowledge might structure their attention in such a way that the emphasis on procedures deflects their attention from the essential details. Four groups of participant teachers from New Zealand, Hong Kong, Germany and Ukraine were given a mini-test containing seven simple mathematics questions. Most questions in the test were provocative in the sense that they looked like routine questions but in fact had some catch. The results of the test were startlingçthe vast majority of the participants gave incorrect answers to most questions in the test. After the test, the participants were given a short questionnaire to reflect on their performance on the test. Their responses were analysed using the theories of selective, divided and focused attention and Mason’s concept of the discipline of noticing. Implementations of the results of the study in assessment and professional development are discussed.
dc.publisherOxford University Press
dc.relation.urihttp://dx.doi.org/10.1093/teamat/hru022en_NZ
dc.rightsThis is a pre-copyedited, author-produced PDF of an article accepted for publication in [insert journal title] following peer review. The version of record [insert complete citation information here] is available online at: http://dx.doi.org/10.1093/teamat/hru022
dc.subjectAttention; Assessment; Knowledge; Professional development
dc.titleProvocative mathematics questions: drawing attention to a lack of attentionen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1093/teamat/hru022en_NZ
aut.relation.endpage70
aut.relation.issue2en_NZ
aut.relation.startpage63
aut.relation.volume34en_NZ
pubs.elements-id191811


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