En savoir plus
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.
Table des matières
-1 Researching Tasks in Mathematics Classrooms.- 2 Perspectives on Mathematics, Learning and Teaching.- 3 Tasks and Mathematics Learning. 4 Using Purposeful Presentational Tass.- 5 Using Mathematical Tasks Arising from Contexts.- 6 Using Content-Specific Open-Ended Tasks.- 7 Moving from the Task to the Lesson: Pedagogical Pratices and other Issues.- 8 Constructing a Sequencing of Lessos.- 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 of Mathematical Tasks.
A propos de l'auteur
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
