id: 06479501
dt: j
an: 2015f.00427
au: Back, Jenni; Foster, Colin; Tomalin, Jo; Mason, John; Swan, Malcolm;
Watson, Anne
ti: Tasks and their place in mathematics teaching and learning.
so: Math. Teach. (Derby) 232, 6-8 (2013).
py: 2013
pu: Association of Teachers of Mathematics (ATM), Derby
la: EN
cc: D50 D40
ut: problem posing; student activities; teaching; learning; mathematical
activities; task design; changing tasks; tinkering with tasks; genres
of tasks; evaluating mathematical statements; interpreting multiple
representations; classifying mathematical objects; creating problems;
analyzing reasoning and solutions; problem posing strategies; context;
mathematical models; modes of representation; task presentation; models
of types of tasks; non-routine problems
ci: ME 2013d.00276
li: http://www.atm.org.uk/write/MediaUploads/Journals/MT232/Non-Member/ATM-MT232-06-08.pdf
ab: Summary: The authors consider the format of tasks and what changes have the
potential optimise the outcomes for both teachers and learner. Part 1
[the authors, Math. Teach. (Derby) 231, 33‒37 (2012; ME 2013d.00276)]
is a necessary precursor to this piece. Tasks are often taken ‘as
found’, yet their provenance might well be not proven, even though
the task is in print, or part of an electronic resource. When a task is
chosen do we ask the question ‘does this task really match my
requirements and expectations as a teacher yet match the needs and
demands of the learners?’ Maybe, ‘how can I change this task so
that it will be the best classroom tool to facilitate learning?’ is a
more appropriate question to ask. Here there are ideas and structures
that can help to identify ‘what’ changes need to be made to a task,
and ‘how’ those changes might be made. This is an opportunity to be
‘on the inside’ of what might be described as ‘work in
progress’ when it comes to selecting tasks for the mathematics
classroom.
rv: