Seizing the opportunity to create uncertainty in learning mathematics

Orit Zaslavsky

Research output: Contribution to journalArticlepeer-review


The paper is a reflective account of the design and implementation of mathematical tasks that evoke uncertainty for the learner. Three types of uncertainty associated with mathematical tasks are discussed and illustrated: competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes. One task is presented in depth, pointing to the dynamic nature of task design, and the added value stimulated by the uncertainty component entailed in the task in terms of mathematical and pedagogical musing.

Original languageEnglish (US)
Pages (from-to)297-321
Number of pages25
JournalEducational Studies in Mathematics
Issue number3
StatePublished - Nov 2005


  • Cognitive conflict
  • Counterexample
  • Mathematics teacher education
  • Proof
  • Task design
  • Uncertainty

ASJC Scopus subject areas

  • General Mathematics
  • Education


Dive into the research topics of 'Seizing the opportunity to create uncertainty in learning mathematics'. Together they form a unique fingerprint.

Cite this