Teaching Primary Mathematics with Challenging Tasks: How Should Lessons Be Structured?

Autor/inn/en	Russo, James; Hopkins, Sarah
Titel	Teaching Primary Mathematics with Challenging Tasks: How Should Lessons Be Structured?
Quelle	In: Journal of Educational Research, 112 (2019) 1, S.98-109 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Russo, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1440369
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Grade 1; Grade 2; Foreign Countries; Learner Engagement; Problem Solving; Discovery Learning; Elementary School Students; Elementary School Teachers; Mathematics Teachers; Teaching Methods; Lesson Plans; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Problemlösen; Entdeckendes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Australien
Abstract	Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01