From Inert Knowledge to Usable Knowledge: Noticing Affordances in Tasks Used for Teaching towards Big Ideas about Proportionality. Big Ideas in School Mathematics. [Symposium]

Teaching towards big ideas provide opportunities for teachers to think deeply about content and pedagogy in order to support their students to see connections in mathematics. However, teachers may not always activate or mobilise their knowledge in classroom situations. This paper looks into how a teacher, Peter, think about the tasks in his instructional materials he crafted to uncover what he may notice about the affordances of the tasks for teaching proportionality.