Tasks Involving Models, Tools and Representations: Making the Mathematics Explicit as We Build Tasks into Lessons

Autor/inn/en	Clarke, Barbara; Sanders, Peter
Titel	Tasks Involving Models, Tools and Representations: Making the Mathematics Explicit as We Build Tasks into Lessons
Quelle	In: Australian Primary Mathematics Classroom, 14 (2009) 2, S.10-14 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Mathematics Education; Middle Schools; Mathematics Instruction; Class Activities; Mathematics Activities; Mathematical Models; Foreign Countries; Schematic Studies; Instructional Design; Instructional Effectiveness; Instructional Innovation; Australia + Suchen Sie Ihr Suchwort? Mathematische Bildung; Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Ausland; Schematheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Australien
Abstract	With teachers and students in Government and Catholic schools in three geographical clusters in Victoria, the Task Type and Mathematics Learning (TTML) project is investigating the best ways to use different types of mathematics tasks, particularly in Grades 5 to 8. This article describes Type 1 tasks and discusses how they contribute to mathematics learning. It illustrates the process used early in the project in one of the clusters in which they used the Japanese lesson study model to explore the opportunities and constraints of using classroom tasks. (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