Putting Mathematical Tasks into Context

Autor/inn/en	Nagle, Courtney R.; Styers, Jodie L.
Titel	Putting Mathematical Tasks into Context
Quelle	In: Mathematics Teacher, 109 (2015) 3, S.206-213 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Mathematics Activities; Context Effect; Mathematical Logic; Thinking Skills; Learner Engagement; Cognitive Processes; Difficulty Level; Concept Formation; Teaching Methods; Algebra; College Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although many factors affect students' mathematical activity during a lesson, the teacher's selection and implementation of tasks is arguably the most influential in determining the level of student engagement. Mathematical tasks are intended to focus students' attention on a particular mathematical concept and it is the careful developing and sequencing tasks that encourage students' independent exploration of mathematical ideas. To assist mathematics teachers in their selection and implementation of tasks, they need to first answer the questions: (1) what tasks promote contextual reasoning? (2) What is contextual reasoning? (3) Why is it important? And (4) how do we (teachers) get students to engage in contextual reasoning? This article presents a highly-cognitive-demand analysis to help students build a deep and robust understanding of the underlying mathematical concepts by examining the steps: (1) Context and Reasoning, (2) Reasoning and Assumptions, (3) Assumptions and Responses, (4) Responses and Focus, And Finally (5) Focus and Engagement. When teachers incorporate opportunities to reason about the mathematical context in everyday tasks they promote student engagement in verifying and validating mathematical rules or ideas. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01