Challenging Tasks: What Happens When Challenging Tasks Are Used in Mixed Ability Middle School Mathematics Classrooms?

Autor/in	Perkins, Karen
Titel	Challenging Tasks: What Happens When Challenging Tasks Are Used in Mixed Ability Middle School Mathematics Classrooms?
Quelle	In: Australian Mathematics Teacher, 72 (2016) 4, S.4-13 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Pretests Posttests; Geometric Concepts; Plane Geometry; Comparative Analysis; Mathematics; Mathematics Instruction; Mathematics Education; Mathematics Teachers; Middle School Teachers; Numeracy; Arithmetic; Mathematical Formulas; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elementare Geometrie; Planimetrie; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rechenkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematische Formel; Ausland; Australien
Abstract	The topics of decimals and polygons were taught to two classes by using challenging tasks, rather than the more conventional textbook approach. Students were given a pre-test and a post-test. A comparison between the two classes on the pre- and post-test was made. Prior to teaching through challenging tasks, students were surveyed about their mindset in regards to mathematics and how they think they learn best. They were surveyed again at the completion of the project to see if there were any changes. (As Provided).
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	2020/1/01