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.
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
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.