### Abstract

Original language | English |
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Title of host publication | In Pursuit of Quality Mathematics Education for All |

Subtitle of host publication | Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education |

Editors | Catherine Vistro-Yu |

Place of Publication | Cebu City, Philippines |

Publisher | Philippine Council of Mathematics Teachers Educators (MATHTED, Inc |

Pages | 579-586 |

Number of pages | 8 |

Publication status | Published - 2015 |

Event | The 7th ICMI-East Asia Regional Conference on Mathematics Education: In pursuit of quality mathematics education for all - Cebu City, Philippines Duration: 11 May 2015 → 15 May 2015 |

### Conference

Conference | The 7th ICMI-East Asia Regional Conference on Mathematics Education |
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Country | Philippines |

City | Cebu City |

Period | 11/05/15 → 15/05/15 |

### Fingerprint

### Cite this

*In Pursuit of Quality Mathematics Education for All: Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education*(pp. 579-586). Cebu City, Philippines: Philippine Council of Mathematics Teachers Educators (MATHTED, Inc.

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*In Pursuit of Quality Mathematics Education for All: Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education .*Philippine Council of Mathematics Teachers Educators (MATHTED, Inc, Cebu City, Philippines, pp. 579-586, The 7th ICMI-East Asia Regional Conference on Mathematics Education, Cebu City, Philippines, 11/05/15.

**Affordances and constraints by mathematical tasks, questions, prompts and teacher actions : Insights from a lesson on fraction.** / PATAHUDDIN, Sitti; Beddu, Usman; RAMFUL, Ajay.

Research output: A Conference proceeding or a Chapter in Book › Conference contribution

TY - GEN

T1 - Affordances and constraints by mathematical tasks, questions, prompts and teacher actions

T2 - Insights from a lesson on fraction

AU - PATAHUDDIN, Sitti

AU - Beddu, Usman

AU - RAMFUL, Ajay

PY - 2015

Y1 - 2015

N2 - Given the complexity of the interaction between the teaching and learning processes in a mathematics lesson, much research attention has been geared towards understanding in situ what mathematics teachers do as they teach and interact with students. The affordances and constraints initiated by the teacher can be a powerful tool to assess the extent to which mathematical concepts are made accessible to students (Watson, 2007). Similarly, the unpredictable constraints generated in a lesson can shed much light in terms of the impediment to learning emanating from teaching actions. This case study reports the mathematical affordances initiated by an experienced teacher as he developed an introductory lesson on fractions in a Grade 7 class. Our moment-by-moment analysis of the lesson trajectories traces the constraints generated by the experienced teacher as he attempted to prompt students to develop the concept of fractions. We address the following research question—an issue more generally raised by Watson (2007): What opportunities to act mathematically are afforded and constrained by tasks, questions, prompts and teacher actions in the teaching of fractions?

AB - Given the complexity of the interaction between the teaching and learning processes in a mathematics lesson, much research attention has been geared towards understanding in situ what mathematics teachers do as they teach and interact with students. The affordances and constraints initiated by the teacher can be a powerful tool to assess the extent to which mathematical concepts are made accessible to students (Watson, 2007). Similarly, the unpredictable constraints generated in a lesson can shed much light in terms of the impediment to learning emanating from teaching actions. This case study reports the mathematical affordances initiated by an experienced teacher as he developed an introductory lesson on fractions in a Grade 7 class. Our moment-by-moment analysis of the lesson trajectories traces the constraints generated by the experienced teacher as he attempted to prompt students to develop the concept of fractions. We address the following research question—an issue more generally raised by Watson (2007): What opportunities to act mathematically are afforded and constrained by tasks, questions, prompts and teacher actions in the teaching of fractions?

KW - Fraction learning

KW - mathematical tasks

KW - Affordances

KW - Constraints

M3 - Conference contribution

SP - 579

EP - 586

BT - In Pursuit of Quality Mathematics Education for All

A2 - Vistro-Yu, Catherine

PB - Philippine Council of Mathematics Teachers Educators (MATHTED, Inc

CY - Cebu City, Philippines

ER -