id: 06424064
dt: j
an: 2015c.00382
au: Kullberg, Angelika; Runesson, Ulla; Mårtensson, Pernilla
ti: Different possibilities to learn from the same task.
so: PNA 8, No. 4, 139-150, electronic only (2014).
py: 2014
pu: Universidad de Granada, Facultad de Ciencias de la Educación, Departamento
de Didáctica de la Matemática, Granada
la: EN
cc: D43 F43
ut: division; learning study; tasks; variation theory
ci:
li: http://www.pna.es/Numeros2/pdf/Kullberg2014PNA8(4)Different.pdf
ab: Summary: We focus on variation of the design and the implementation of a
specific task during three mathematics lessons in the 8th grade in a
learning study [{\it F. Marton} and {\it A. B. Tsui}, Classroom
discourse and the space of learning. Mahwah, NJ: Erlbaum (2004); {\it
U. Runesson}, “Learning to design for learning. The potential of
learning study to enhance learning on two levels: teacher’s and
student’s learning", in: T. Wood (ed.) and P. Sullivan (ed.),
Knowledge and beliefs in mathematics and teaching development.
Rotterdam: Sense Publishers. 153‒172 (2008)]. The theme of the lesson
was division, with a denominator between 0 and 1. The teachers wanted
their students to understand that when dividing with a denominator less
than 1, the quotient is larger than the numerator. Four teachers
collaboratively planned, analyzed and revised three lessons in a cyclic
process. The study shows that the implementation of the task changed
between the lessons. Although the same task was used in the lessons,
the way it was enacted provided different possibilities to learn.
rv: