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Impetus to explore: approaching operational deficiency optimistically

Williams, Gaye 2006, Impetus to explore: approaching operational deficiency optimistically, in Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006, Charles University, Prague, Czech Republic, pp. 393-400.

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Title Impetus to explore: approaching operational deficiency optimistically
Author(s) Williams, GayeORCID iD for Williams, Gaye orcid.org/0000-0002-4739-3564
Conference name Conference of the International Group for the Psychology of Mathematics Education (30th : 2006 : Charles University, Faculty of Education, Prague, Czech Republic)
Conference location Prague, Czech Republic
Conference dates 16 - 21 July 2006
Title of proceedings Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006
Editor(s) Novotna, Jarmila
Publication date 2006
Conference series Conference of the International Group for the Psychology of Mathematics Education
Start page 393
End page 400
Total pages 8
Publisher Charles University
Place of publication Prague, Czech Republic
Summary ‘Impetus to explore’ is studied through post-lesson video-stimulated student interviews. This impetus focuses ‘spontaneous’ decisions to explore unfamiliar mathematics. Uncertainty, quests for elegance and curiosity have been found to contribute to this impetus. This study identified other contributing factors: inability to undertake the teacher’s task, ‘optimistic explanatory style’ (Seligman, 1995), and identifying relevant complexities (Williams, 2002). Explanatory style affects how a person perceives successes and failures. Enactment of optimism in this study illuminated its role in creating an impetus to explore. Re-conceptualising ‘operational deficiency’ (Chen & Siegler, 2000) to include absence of resources to undertake a task illuminated a task design feature that can increase exploration.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©1997–2008 ELibM and FIZ Karlsruhe / Zentralblatt MATH
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005947

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.