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- W1976389618 abstract "From a tradition that promoted procedural approaches to teaching, mathematics teacher education is now mindful of the social, affective, and cultural dimensions of teaching and learning. In case you missed it, mathematics teacher education over recent decades has steadily brought to the fore a wide range of notions including connections to everyday contexts, discursive interchanges, structured and purposeful tasks, as well as varied materials and representations. When these, and other, notions were conceived of as contributing to a productive learning community, it was only a matter of time before researchers would begin talking about opportunities to learn. Opportunities to learn, as you will be aware, can have a significant and sustained impact on student knowledge, attitude, self-esteem, independence, and confidence. Opportunities to learn, of course, are wide-ranging within the pedagogical tool kit and include authentic applications that arise out of real-life contexts. The use of contexts has been shown to motivate student engagement, illustrate potential applications, provide a medium for mathematical reasoning and thinking, and anchor student understanding. Opportunities to learn also include scaffolding by the teacher through the use of selective tasks and visual representations. Purposeful tasks offer a vehicle for students to learn about particular mathematical ideas in ways that allow them to attend to the underlying mathematical structure. Multiple representations via stories, pictures, and symbols, on the other hand, lighten the cognitive load of the learner by providing conceptual tools for thinking. Let us not forget, too, that opportunities to learn also involve explicit instruction and purposeful classroom interchanges and feedback to students. A classroom environment in which the teacher orchestrates thoughtful discussion around meanings and understandings makes a contribution to the enhancement of student learning. All these factors are associated with opportunities for students to learn. They lie at the heart of the articles in this issue. The first article investigates the views of teachers in relation to real-life connections made through story problems. In ‘‘Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems,’’ Ji-Eun Lee explores what teachers know about story problems and their" @default.
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- W1976389618 date "2012-12-01" @default.
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- W1976389618 title "Opportunities to learn" @default.
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