id: 06571530
dt: j
an: 2016c.00408
au: Sullivan, Peter; Borcek, Chris; Walker, Nadia; Rennie, Mick
ti: Exploring a structure for mathematics lessons that initiate learning by
activating cognition on challenging tasks.
so: J. Math. Behav. 41, 159-170 (2016).
py: 2016
pu: Elsevier, New York, NY
la: EN
cc: D42 D52 D32
ut: structuring mathematics lessons; planning mathematics lessons; mathematical
problem solving; mathematical reasoning
ci:
li: doi:10.1016/j.jmathb.2015.12.002
ab: Summary: While there is widespread agreement on the importance of
incorporating problem solving and reasoning into mathematics
classrooms, there is limited specific advice on how this can best
happen. This is a report of an aspect of a project that is examining
the opportunities and constraints in initiating learning by posing
challenging mathematics tasks intended to prompt problem solving and
reasoning to students, not only to activate their thinking but also to
develop an orientation to persistence. Data were sought from teachers
and students in middle primary classes (students aged 8‒10 years) via
online surveys. One lesson focusing on the concept of equivalence is
described in detail although mention is made of other lessons. The
research questions focused on the teachers’ reactions to the lesson
structure and the specifics of the implementation in a particular
school. The results indicate that student learning is facilitated by
the particular lesson structure. This article reports on the
implementation of this lesson structure and also on the finding that
students’ responses to the lessons can be used to inform subsequent
learning experiences.
rv: