id: 06420085
dt: a
an: 2015c.00428
au: Barkatsas, Anastasios (Tasos); Seah, Wee Tiong
ti: Learners’ preferred mathematical task types: the values perspective.
so: Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards
inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk;
978-3-319-05978-5/ebook). Mathematics Education Library, 63-79 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D53 C23 C63
ut: mathematical tasks; task types; mathematics learners; values; valuing
ci:
li: doi:10.1007/978-3-319-05978-5_4
ab: Summary: Through the interpretation of a set of data from a research study
that investigated grade 5 and 6 students’ preferences among three
types of mathematical tasks, this chapter presents an alternative way
in which data might be interpreted. While it was found that across the
areas of number and geometry, the three types of tasks were most
preferred across different geographical locations, the values
perspective demonstrated a remarkably consistent valuing of
‘challenge’, ‘easiness’ and ‘real life scenario’. It is
proposed that this ‘rethinking’ into the way in which collected
data might be analysed from the values perspective can potentially
enrich our understanding of how we can better facilitate mathematics
learning and teaching in schools.
rv: