Unpacking a framework for activating and assessing students' prior knowledge.

This paper focuses on the importance of identifying students' Prior Knowledge (PK) for the teaching and learning of mathematics. Specifically, we present a framework that exemplifies the core elements teachers need to consider in relation to the purpose, design and implementation of learning experiences that enable PK to be activated and assessed. The paper concludes by offering practical insights for the design and implementation of a PK learning experience using this framework, with a geometry-based example. [ABSTRACT FROM AUTHOR]