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This book is about how teachers can use classroom mathematics tasks to support student learning, and presents data on the ways in which teachers used those tasks in a particular research project. It is the product of research findings focusing on teacher practice, teacher learning and knowledge, and student learning. It demonstrates how teachers can use mathematics tasks to promote effective student learning.
List of contents
1. Researching Tasks in Mathematics Classrooms.- 2. Perspectives on Mathematics, Learning and Teaching.- 3. Tasks and Mathematics Learning. 4. Using Purposeful Presentational Tasks.- 5. Using Mathematical Tasks Arising from Contexts.- 6. Using Content-Specific Open-Ended Tasks.- 7. Moving from the Task to the Lesson: Pedagogical Practices and other Issues.- 8. Constructing a Sequencing of Lessons.- 9. Students' Preferences for Different Types of Mathematics Tasks.- 10. Students Perceptions of Characteristics of Desired Mathematics Lessons.- 11. Contrasting Types of Tasks: A Story of Three Lessons. - 12. Conclusions.- 13. A Selection.
About the author
Peter Sullivan is Professor of Science, Mathematics, and Information Technology Education in Monash University. His main professional achievements are in the field of research. Some major research projects include the Early Numeracy Research Project, and three Australian Research Council (ARC) funded projects: Overcoming barriers in mathematics learning project; the Using interactive media in enhancing teachers' awareness of key characteristics of effecting teaching project; and the Maximizing success in mathematics for disadvantaged students project. §He is a member of the Australian Research Council College of Experts for Social Behavioral and Economic Sciences
Summary
This book is about how teachers can use classroom mathematics tasks to support
student learning, and presents data on the ways in which teachers used those
tasks in a particular research project. It is the product of research findings
focusing on teacher practice, teacher learning and knowledge, and student
learning. It demonstrates how teachers can use mathematics tasks to promote
effective student learning.
Additional text
From the reviews:
“In this book, Sullivan, Clarke and Clarke make an important contribution to the growing literature on mathematics tasks as they outline the findings from their three-year project Task Types in Mathematics Learning … . This book underlines the value of research-designed and collaboratively-developed mathematics tasks. … this book will be very widely read, and that the tasks found here, and others like them, will be able to benefit many more students of mathematics.” (Colin Foster, Research in Mathematics Education, Vol. 15 (3), 2013)
“The authors discuss a wide variety of classroom mathematical tasks that may enhance the learning of mathematics for students and also make the teaching of mathematics more enjovable. This book also provides some student feedback to certain tasks. The authors study in depth how teachers act when using tasks.” (Fiacre O’Cairbre, zbMATH, Vol. 1268, 2013)
Report
From the reviews:
"In this book, Sullivan, Clarke and Clarke make an important contribution to the growing literature on mathematics tasks as they outline the findings from their three-year project Task Types in Mathematics Learning ... . This book underlines the value of research-designed and collaboratively-developed mathematics tasks. ... this book will be very widely read, and that the tasks found here, and others like them, will be able to benefit many more students of mathematics." (Colin Foster, Research in Mathematics Education, Vol. 15 (3), 2013)
"The authors discuss a wide variety of classroom mathematical tasks that may enhance the learning of mathematics for students and also make the teaching of mathematics more enjovable. This book also provides some student feedback to certain tasks. The authors study in depth how teachers act when using tasks." (Fiacre O'Cairbre, zbMATH, Vol. 1268, 2013)
