TY - JOUR
T1 - Contingency in the mathematics classroom: Opportunities taken and opportunities missed
AU - Rowland, Tim
AU - Zazkis, Rina
PY - 2013
Y1 - 2013
N2 - We describe and analyze three episodes from mathematics classrooms. In each case, the teacher was confronted by a "contingent" situation that they had not anticipated or planned for yet that offered interesting and fruitful learning possibilities if pursued. In two cases, we analyze the teacher's response; in the third, we speculate how they might have responded. In each case, we propose that the teacher's ability to capitalize on these contingent situations is underpinned by their knowledge and awareness of the mathematical potential of the unexpected opportunity and by an interest in, and commitment to, mathematical enquiry.
AB - We describe and analyze three episodes from mathematics classrooms. In each case, the teacher was confronted by a "contingent" situation that they had not anticipated or planned for yet that offered interesting and fruitful learning possibilities if pursued. In two cases, we analyze the teacher's response; in the third, we speculate how they might have responded. In each case, we propose that the teacher's ability to capitalize on these contingent situations is underpinned by their knowledge and awareness of the mathematical potential of the unexpected opportunity and by an interest in, and commitment to, mathematical enquiry.
UR - http://www.scopus.com/inward/record.url?scp=84879183346&partnerID=8YFLogxK
U2 - 10.1080/14926156.2013.784825
DO - 10.1080/14926156.2013.784825
M3 - Article
AN - SCOPUS:84879183346
VL - 13
SP - 137
EP - 153
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
SN - 1492-6156
IS - 2
ER -