Stepped Tasks for Complex Problem Solving: Top-Down-Structured Mathematical Activity

Autor/inn/en	Leikin, Roza; Ovodenko, Regina
Titel	Stepped Tasks for Complex Problem Solving: Top-Down-Structured Mathematical Activity
Quelle	In: For the Learning of Mathematics, 41 (2021) 3, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Problem Solving; Mathematics Instruction; Task Analysis; Metacognition; Teaching Methods; Cooperative Learning; Teacher Student Relationship; Thinking Skills; Learning Strategies; Geometry; Algebra; Middle School Students; High School Students; Computer Software; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geometrie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Computer based training; Computerunterstützter Unterricht
Abstract	Advancement of self-regulation during complex problem solving and the development of strategical reasoning are among the central educational goals linked to 21st century skills. In this paper we introduce the notion of "Stepped Tasks", which are specially designed in Top-Down structure to achieve these goals in mathematics instruction. The paper presents examples of Stepped Tasks and explains their structure. We argue that Stepped Tasks encourage teachers' instructional practices that integrate varying the level of mathematical challenge according to the students' needs. We outline the accompanying research and argue that instructional practices associated with implementation of the Stepped Tasks in top-down structure require major didactical change. While aimed at self-regulated learning, Stepped Tasks appear to be useful in cooperative learning settings as well, and teachers use these tasks in a bottom-up structure in introductory lessons. The variations are also linked to the distinction between teacher-directed and student-regulated modes of implementation of Stepped Tasks. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01