%0 Journal Article
%T Preservice Teachers' Mathematical Task Posing: An Opportunity for Coordination of Perspectives
%A Zachary Rutledge
%A Anderson Norton
%J Mathematics Educator
%D 2008
%I University of Georgia
%X This article provides detailed analysis, from a radical constructivist perspective, of a sequence of letter-writing exchanges between a preservice secondary mathematics teacher and a high school student. This analysis shows the ways in which the preservice teacher gained understanding of the high school student¡¯s mathematics and attempted to pose tasks accordingly, leading to a fruitful mathematical exchange. In addition, this article also considers the same exchange from what could be considered broadly as a situated perspective towards learning. We conclude by suggesting that these perspectives could be considered compatible within this study if a distinction is made between the student¡¯s point of view and the researcher¡¯s.
%U http://math.coe.uga.edu/TME/Issues/v18n1/v18n1_RutledgeNorton.pdf