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The nature of spontaneity in high quality mathematics learning experiences

Williams, Gaye 2004, The nature of spontaneity in high quality mathematics learning experiences, in PME 28 2004 : Inclusion and diversity : Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, PME, Bergen, Norway, pp. 433-440.

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Title The nature of spontaneity in high quality mathematics learning experiences
Author(s) Williams, GayeORCID iD for Williams, Gaye orcid.org/0000-0002-4739-3564
Conference name Psychology of Mathematics Education. Conference (28th : 2004 : Bergen, Norway)
Conference location Bergen, Norway
Conference dates 14 - 18 July 2004
Title of proceedings PME 28 2004 : Inclusion and diversity : Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education
Editor(s) Hoines, M. Johnsen
Fuglestad, A. Berit
Publication date 2004
Conference series Psychology of Mathematics Education Conference
Start page 433
End page 440
Publisher PME
Place of publication Bergen, Norway
Summary Spontaneity has been linked to high quality learning experiences in mathematics (Csikszentmihalyi & Csikszentmihalyi, 1992; Williams, 2002).This paper shows how spontaneity can be identified by attending to the nature of social elements in the process of abstracting (Dreyfus, Hershkowitz, & Schwarz, 2001). This process is elaborated through an illustrative example—a Year 8 Australian male student who scaffolded his learning by attending to images in the classroom that were intended for other purposes. Leon’s cognitive processing was not ‘observable’ (Dreyfus et al., 2001) in classroom dialogue because Leon ‘thought alone’. Post-lesson videostimulated reconstructive interviews facilitated study of Leon’s thought processes and extended methodological techniques available to study thinking in classrooms.
ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, PME
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022627

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.