id: 06426606
dt: j
an: 2015c.00429
au: Greenes, Carole
ti: Tasks to advance the learning of mathematics.
so: J. Math. Educ. Teach. Coll. 5, No. 1, 1-7 (2014).
py: 2014
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: D53
ut: problem posing; problem solving; lower secondary; educational diagnosis;
knowledge level; challenging mathematical tasks; making sense of
mathematics; mathematical reasoning; problem solving strategies;
learning
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/980/615
ab: Summary: Tasks to Advance the Learning of Mathematics (TALMs) were
developed to stimulate grades 5‒8 students’ curiosity about complex
mathematical relationships, inspire them to reason abstractly and
quantitatively, encourage them to consider and create alternative
solution approaches, develop their skills to persuade others about the
viability of one solution approach over others, and enhance their
perseverance toward problem solutions. Tasks are of nine types: connect
calculation to context; rank order solutions; identify what’s wrong
if anything; defend an opinion; work backwards; predict and explain;
think and choose; place them right; and make sense of a situation. All
tasks require application of concepts and skills from one or more
domains of mathematics. As students solve these problems, they quickly
identify what they know and what they are not sure about; that is, they
assess their own degrees of understanding and learn at point of need.
The article concludes with recommendations for implementing TALMs and
an invitation for students and teachers to create their own.
rv: