Task Design In Mathematics Education: an ICMI study 22: New ICMI Study Series
Editat de Anne Watson, Minoru Ohtanien Limba Engleză Hardback – 4 noi 2015
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Specificații
ISBN-13: 9783319096285
ISBN-10: 3319096281
Pagini: 250
Ilustrații: XVIII, 339 p. 123 illus., 39 illus. in color.
Dimensiuni: 155 x 235 x 25 mm
Greutate: 0.68 kg
Ediția:1st ed. 2015
Editura: Springer International Publishing
Colecția Springer
Seria New ICMI Study Series
Locul publicării:Cham, Switzerland
ISBN-10: 3319096281
Pagini: 250
Ilustrații: XVIII, 339 p. 123 illus., 39 illus. in color.
Dimensiuni: 155 x 235 x 25 mm
Greutate: 0.68 kg
Ediția:1st ed. 2015
Editura: Springer International Publishing
Colecția Springer
Seria New ICMI Study Series
Locul publicării:Cham, Switzerland
Public țintă
ResearchCuprins
Part 1 Chapter 1: Frameworks and principles for task design.- Chapter 2: Features of task design informing teachers’ decisions about goals and pedagogies.- Chapter 3: Accounting for student perspectives in task design.- Chapter 4: Design and use of textbased tasks. Chapter 5: The Role of Tools and Representations in Designing Mathematics.- Chapter 5: The Role of Tools and Representations in Designing Mathematics.- Part 2 Chapter 6: E-Textbooks for Mathematical Guided Inquiry: Design of Tasks and Task Sequences.- Chapter 7: Didactic engineering as a research methodology: from fundamental situations to study and research paths.- Chapter 8: The Critical Role of Task Design in Lesson Study.- Chapter 9: Possible presentation by Jan de Lange, Freudenthal Institute.- Part 3 Commentaries : Chapter 10: Commentary on chapters 1, 2 and 3.- Chapter 11: Commentary on chapters 1, 4, and 5.
Textul de pe ultima copertă
This 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 designis 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.
Caracteristici
Task design is at the heart of effective mathematics teaching and learning Synthesises the research-to-date on task design in mathematics education Task design is considered from the perspective of designers, researchers, teachers and learners Produced through a comprehensive international study involving leading academics and designers in the field, as well as current research