Abstract
This study focused on the positive potential of ambiguity in mathematics teaching and learning, and on identifying the role of ambiguity in specific classroom scenes. To do this, students’ perceived ambiguity in problem solving was analyzed. As a result, it was identified that with the aspects of unintentional ambiguity avoidance, intentional ambiguity avoidance, refinement of ambiguity and resolution, and at each stage they could have different mathematical experiences.
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Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics
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