Features of Generalising Tasks: Help or Hurdle to Expressing Generality?

Autor/in	Chua, Boon Liang
Titel	Features of Generalising Tasks: Help or Hurdle to Expressing Generality?
Quelle	In: Australian Mathematics Teacher, 65 (2009) 2, S.18-24 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Difficulty Level; Generalizability Theory; Instructional Design; Mathematics Instruction; Mathematics Activities; Task Analysis; Mathematical Applications; Foreign Countries; Problem Solving; Australia + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Angewandte Mathematik; Innermathematische Anwendung; Ausland; Problemlösen; Australien
Abstract	Pattern generalising problems offer a very rich context for exploring relationships among quantities, expressing generality and representing the same relationship in different ways. Selecting appropriate tasks for students to work on in class is by no means a straightforward process, but there are ways to handle it. This article aims to explore and discuss the features of generalising problems. This article sets out with two objectives: (1) to offer teachers a framework for considering the difficulty level of generalising problems in terms of task features, and (2) to raise issues for discussion on the possible influence the task features have on students' generalisation and reasoning. (Contains 6 figures and 1 table.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10