Multiple representations as sites for teacher reflection about mathematics learning
Journal of Mathematics Teacher Education
Providing interpretation in a botanic garden offers us a challenge. Not only do we want to nurture visitors’ unique interpretations, we also want them to explore issues in a thoughtful way. In this article I compare two views of learning — the transmission model and the contextual model. To demonstrate that simply providing information limits our view of teaching and learning, I consider four different ways that visitors understood and interpreted nature within the W.W. Seymour Botanical Conservatory in Tacoma, Washington, USA. Too often we focus on whether or not visitors understand a particular interpretative message rather than how visitors create their own interpretations from these natural settings. To help this process and foster learning in botanic gardens, I offer some questions for consideration.
Ryken, Amy E. "Multiple Representations As Sites for Teacher Reflection About Mathematics Learning." Journal of Mathematics Teacher Education. 12.5 (2009): 347-364. Print.