Thinking through a Lesson: Successfully Implementing High-Level Tasks

Autor/inn/en	Smith, Margaret S.; Bill, Victoria; Hughes, Elizabeth K.
Titel	Thinking through a Lesson: Successfully Implementing High-Level Tasks
Quelle	In: Mathematics Teaching in the Middle School, 14 (2008) 3, S.132-138 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematics Skills; Thinking Skills; Lesson Plans; Cooperative Planning; Mathematical Concepts; Teaching Methods; Mathematics Teachers; Elementary School Mathematics; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik
Abstract	This article focuses on the Thinking Through a Lesson Protocol (TTLP) that is intended to facilitate the design of lessons based on cognitively challenging mathematics tasks. Included is a discussion of the key features of the TTLP, suggestions on ways in which the protocol can be used as a tool for collaborative lesson planning, and a discussion of the potential benefits of using the TTLP. (Contains 3 figures.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10