Task Design for Ways of Working: Making Distinctions in Teaching and Learning Mathematics

Autor/inn/en	Coles, Alf; Brown, Laurinda
Titel	Task Design for Ways of Working: Making Distinctions in Teaching and Learning Mathematics
Quelle	In: Journal of Mathematics Teacher Education, 19 (2016) 2-3, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9337-4
Schlagwörter	Mathematics; Mathematics Instruction; Task Analysis; Teacher Student Relationship; Mathematical Logic; Thinking Skills; Mathematics Achievement; Class Activities; Cooperation; Research Projects; Teacher Education; Teacher Attitudes; Teaching Methods; Researchers + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematical logics; Mathematische Logik; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Co-operation; Kooperation; Forschungsvorhaben; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Researcher; Forscher
Abstract	A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the "gap" by guiding teacher planning, teacher actions in the classroom and student activity in the classroom. We show how our task design principles have developed during the time of our collaboration, over a period of 20 years, across several research projects. We argue for the importance, in task design, of an explicit theory of change and an explicit image of mathematical thinking, where the theory of change is applicable to researchers, teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01