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Task design in mathematics education...

Watson, Anne.

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Task design in mathematics education = an ICMI study 22 /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Task design in mathematics education/ edited by Anne Watson, Minoru Ohtani.
其他題名:	an ICMI study 22 /
其他作者:	Watson, Anne.
出版者:	Cham :Springer International Publishing : : 2015.,
面頁冊數:	xviii, 339 p. :ill., digital ;24 cm.
內容註:	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.
Contained By:	Springer eBooks
標題:	Mathematics - Congresses. - Study and teaching -
電子資源:	http://dx.doi.org/10.1007/978-3-319-09629-2
ISBN:	9783319096292

Task design in mathematics education = an ICMI study 22 /
Task design in mathematics educationan ICMI study 22 /[electronic resource] :edited by Anne Watson, Minoru Ohtani. - Cham :Springer International Publishing :2015. - xviii, 339 p. :ill., digital ;24 cm. - New ICMI study series,1387-6872. - New ICMI study series..

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.

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 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.

ISBN: 9783319096292

Standard No.: 10.1007/978-3-319-09629-2doiSubjects--Topical Terms:

1982505
Mathematics
--Study and teaching--Congresses.

LC Class. No.: QA11.2 / .T37 2015

Dewey Class. No.: 510.71

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