Titlebook: Constructing Knowledge for Teaching Secondary Mathematics; Tasks to enhance pro Orit Zaslavsky,Peter Sullivan Book 2011 Springer Science+Bu

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RLS898

https://doi.org/10.1007/978-0-387-09812-8Barriers to Student Learning; Designing and Solving Problems; Inventive Ideas; Student Dispositions; Stu

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Setting the Stage: A Conceptual Framework for Examining and Developing Tasks for Mathematics Teacherture that has established the critical role that tasks play in the teaching and learning process for school mathematics classes. Kilpatrick et al. (2001), for example, claim that the quality of teaching depends on whether teachers select cognitively demanding tasks, and whether these tasks unfold in

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Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development to examine establishing norms for the discussion of multiple answers to algebra word problems. This chapter comes from the work of the “Thought Experiments in Mathematics Teaching” (ThEMaT) project, which aims at learning about the practice of teaching mathematics. We report data from one group tha

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Designing Tasks that Challenge Values, Beliefs and Practices: A Model for the Professional Developme describe specific tasks that challenge their existing beliefs and practices. These tasks mirror the kinds of task we expect teachers to use with students; they expose existing ways of thinking, produce tension and discussion by observing contrasting practices, and learning is accommodated by reflec

cunning

Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teachn its role in changing prospective mathematics teachers’ conceptions and beliefs. We analyze the potential contribution of tasks that aim at creating cognitive conflict in promoting teacher learning in several dimensions of teacher knowledge. Specifically, we focus on tasks that aim at achieving ped

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