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Author: Nat Banting
University of Alberta, Canada
Nat Banting is a mathematics teacher working in Saskatoon, Saskatchewan, Canada. He recently completed his Master of Education degree in Secondary Education from the University of Alberta, where he used enactivist thinking to study the role of the teacher among classroom collectives. He remains active in the study of mathematics education in Canada; his academic interests include the ecological and biological roots of cognition (particularly pertaining to the study of collective cognition), the pragmatics of using groups with(in) high-density mathematics classrooms, and student (and teacher) impressions of probability.
Publications in Constructivist Foundations
Reader Impact Factor: 0.15 The RIF of an author expresses how many times more often the texts of this author have been downloaded than the average text, i.e., RIF = dn/D, with d = number of downloads of all texts of this author, D = number of all downloads of all texts, n = number of all texts published.
Banting N. & Simmt E. (2017) From (observing) problem solving to (observing) problem posing: Fronting the teacher as observer. Constructivist Foundations 13(1): 177–179. http://constructivist.info/13/1/177