Search results for: Bragg Leicha A.

This article outlines the development of the author's professional eye as a teacher educator in mathematics education in Australia through the self-study process of initiating and evaluating task variations and describes how this process was used to generate interactions that supported teacher candidates’ assignment work. This article focuses on one example of this research, where the intended object of learning is the construction of open-ended mathematics questions, which can be used by teachers for inclusive curriculum development.