Ambiguities & the Unconventional

This research examines learners' tendencies when navigating unconventional and unanticipated mathematical ideas and representations.  It focuses on how unconventional or ambiguous representations can engender new ideas, meaningful learning, and important mathematical sensibilities.

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Curious?

Disrupting conventions:

• Zazkis, R., & Mamolo, A. (2018). From disturbance to task design, or a story of a rectangular lake.  Journal of Mathematics Teacher Education. 21(5), 501-516. Online first (2016).
• ​Mamolo, A. & Zazkis, R. (2012). Stuck on convention: A story of derivative-relationships.  Educational Studies in Mathematics, 81(2), 161 – 177.
• Mamolo, A. (2010). Polysemy of symbols: Signs of ambiguity. The Montana Mathematics Enthusiast, 7(2), 247-262.

​Developing understanding:

• Chernoff, E., Mamolo, A., & Zazkis, R. (2016).  Representativeness in probabilistic decisions: The case of a multiple choice exam.  EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1009-1031.
• Chernoff, E. & Mamolo, A. (2015).  Unasked but answered: Comparing the relative probabilities of coin flip sequences (attributes).  Canadian Journal of Science, Mathematics, and Technology Education, 15(2), 186-202.
• Mamolo, A. & Zazkis, R. (2014). Contextual considerations in probabilistic situations: an aid or a hindrance?  In (Eds.) E. Chernoff & B. Srirman, Probabilistic thinking: presenting plural perspectives (PT: PPP), (pp.641- 656).  Dordrechet: Springer
• Mamolo, A. (2012). 1+1 = A window: On the polysemy of symbols. 15th SIGMAA on RUME Conference, USA.
  
• Chernoff, E., Knoll, E., & Mamolo, A. (2010). Noticing and engaging the mathematicians in our classrooms. Proceedings of the 34rd Annual Meeting of the Canadian Mathematics Education Study Group. Burnaby, British Columbia.​