Designing Spatial Visual Tasks for Research: The Case of the Filling Task

Autor/inn/en	Sinclair, Margaret; Mamolo, Ami; Whiteley, Walter J.
Titel	Designing Spatial Visual Tasks for Research: The Case of the Filling Task
Quelle	In: Educational Studies in Mathematics, 78 (2011) 2, S.135-163 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-011-9315-4
Schlagwörter	College Students; Adult Learning; Adult Students; Middle School Teachers; Elementary School Teachers; Spatial Ability; Visual Perception; Educational Technology; Manipulative Materials; Teacher Education; Mathematics Instruction; Mathematical Concepts; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Unterrichtsmedien; Hilfsmittel; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg
Abstract	This article focuses on the development and problematization of a task designed to foster spatial visual sense in prospective and practicing elementary and middle school teachers. We describe and analyse the cyclical stages of developing, testing, and modifying several "task drafts" related to ideas around dilation and proportion. Challenged by participant non-actions and non-responses, we as task designers identified and anticipated sources of difficulties, which motivated repeated modification of the task to further the intended learning goals. The task in its present form incorporates numerous considerations including choices around materials, wording of questions and prompts, and sequencing of experiences. It also reflects our enriched understanding of exploration strategies and the roles of manipulatives and technology in spatial visual tasks designed for adult learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10