Author N. Banting
Nat Banting is a mathematics teacher working in Saskatoon, Saskatchewan, Canada. He recently completed his Master of Education degree in Secondary Education from the University of Alberta, where he used enactivist thinking to study the role of the teacher among classroom collectives. He remains active in the study of mathematics education in Canada; his academic interests include the ecological and biological roots of cognition (particularly pertaining to the study of collective cognition), the pragmatics of using groups with(in) high-density mathematics classrooms, and student (and teacher) impressions of probability.
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

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