Examining the Impact of Lesson Structure When Teaching with Cognitively Demanding Tasks in the Early Primary Years [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).

Autor/inn/en	Russo, James; Hopkins, Sarah
Institution	Mathematics Education Research Group of Australasia
Titel	Examining the Impact of Lesson Structure When Teaching with Cognitively Demanding Tasks in the Early Primary Years [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Difficulty Level; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Elementary School Students; Elementary School Teachers; Student Attitudes; Teacher Attitudes; Foreign Countries; Grade 1; Grade 2; Instructional Effectiveness; Australia + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtserfolg; Australien
Abstract	The current investigation systematically contrasted teaching with cognitively demanding (challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01