for the learning of mathematics

an international journal of mathematics education

Trude Fosse ,  Tamsin Meaney - Vol. 40 Num. 3 (2020)
 Using problem posing to bring real-life into the mathematics classroom: can it be too real?


In Norway, children are encouraged to pose a problem that they can solve using an arithmetical calculation. This is known as ‘regnefortelling’. During a larger project, we became interested in a small group of regnefortelling which used unusual contexts, contexts that made us uneasy and invoked a feeling of uncertainty about how we would respond to the students. To better understand how these feeling of uncomfortableness and uncertainty could be linked to students’ possibilities to learn, we consider how our reactions are linked to issues of power and our (unconscious) acceptance of a hidden curriculum about what school mathematics problems should or should not be.