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*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This
open access book is the product of ICMI Study 22 Task Design in
Mathematics Education. The study offers a state-of-the-art summary
of relevant research and goes beyond that to develop new insights
and new areas of knowledge and study about task design. The authors
represent a wide range of countries and cultures and are leading
researchers, teachers and designers. In particular, the authors
develop explicit understandings of the opportunities and
difficulties involved in designing and implementing tasks and of
the interfaces between the teaching, researching and designing
roles - recognising that these might be undertaken by the same
person or by completely separate teams. Tasks generate the activity
through which learners meet mathematical concepts, ideas,
strategies and learn to use and develop mathematical thinking and
modes of enquiry. Teaching includes the selection, modification,
design, sequencing, installation, observation and evaluation of
tasks. The book illustrates how task design is core to effective
teaching, whether the task is a complex, extended, investigation or
a small part of a lesson; whether it is part of a curriculum
system, such as a textbook, or promotes free standing activity;
whether the task comes from published source or is devised by the
teacher or the student.
*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This
open access book is the product of ICMI Study 22 Task Design in
Mathematics Education. The study offers a state-of-the-art summary
of relevant research and goes beyond that to develop new insights
and new areas of knowledge and study about task design. The authors
represent a wide range of countries and cultures and are leading
researchers, teachers and designers. In particular, the authors
develop explicit understandings of the opportunities and
difficulties involved in designing and implementing tasks and of
the interfaces between the teaching, researching and designing
roles - recognising that these might be undertaken by the same
person or by completely separate teams. Tasks generate the activity
through which learners meet mathematical concepts, ideas,
strategies and learn to use and develop mathematical thinking and
modes of enquiry. Teaching includes the selection, modification,
design, sequencing, installation, observation and evaluation of
tasks. The book illustrates how task design is core to effective
teaching, whether the task is a complex, extended, investigation or
a small part of a lesson; whether it is part of a curriculum
system, such as a textbook, or promotes free standing activity;
whether the task comes from published source or is devised by the
teacher or the student.
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