PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Writing explanations: Provoking different knowledge bases by context
Page: 1140
Recent research shows the promise of using tasks that situate mathematics in a pedagogical context for secondary teachers, including tasks where teachers are asked to explain a solution to a mathematical task. We use a theory of positionality (Aaron, 2011; Herbst & Chazan, 2003, 2011) to make sense of why explanations might differ when the solver is positioned as a secondary teacher as compared to positioned as a university mathematics student.