Banting N. (2019) Living with Lived Journeys: Ethical Considerations of Teaching Mathematics. Constructivist Foundations 15(1): 65–67. https://cepa.info/6164
Banting N.
(
2019)
Living with Lived Journeys: Ethical Considerations of Teaching Mathematics.
Constructivist Foundations 15(1): 65–67.
Fulltext at https://cepa.info/6164
Open peer commentary on the article “Problematizing: The Lived Journey of a Group of Students Doing Mathematics” by Robyn Gandell & Jean-François Maheux. Abstract: The aim of this commentary is to add to the conceptualization of problematizing by prompting a consideration of the teacher-observer as a wholly complicit, ethical participant in the mathematical journeys of their students.
Banting N. & Simmt E. (2017) From (Observing) Problem Solving to (Observing) Problem Posing: Fronting the Teacher as Observer. Constructivist Foundations 13(1): 177–179. https://cepa.info/4431
Banting N. & Simmt E.
(
2017)
From (Observing) Problem Solving to (Observing) Problem Posing: Fronting the Teacher as Observer.
Constructivist Foundations 13(1): 177–179.
Fulltext at https://cepa.info/4431
Open peer commentary on the article “From Problem Solving to Problem Posing, and from Strategies to Laying Down a Path in Solving: Taking Varela’s Ideas to Mathematics Education Research” by Jérôme Proulx & Jean-François Maheux. Upshot: The aim of this commentary is to extend the work of Proulx and Maheux to include consideration of the teacher-observer whose role (in part) in the mathematics classroom is to ensure that curriculum goals are being met.