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Ten years ago the construct, affordance, was rising in prominence in scholarly literature. A proliferation of different uses and meanings was evident. Beginning with its origin in the work of Gibson, we traced its development and use in various scholarly fields. This paper revisits our original question with respect to its utility in mathematics education research. We explore accepted meaning(s), the clarity of operationalising these meanings within research, and how the construct is being used to move the field forward.

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Open Access Conference Paper

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Open Access