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Selecting and implementing rich math...

Henhaffer, Lori Jane.

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Selecting and implementing rich mathematics tasks in the middle school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Selecting and implementing rich mathematics tasks in the middle school./
Author:	Henhaffer, Lori Jane.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	112 p.
Notes:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1572374
ISBN:	9781321465136

Selecting and implementing rich mathematics tasks in the middle school.
Henhaffer, Lori Jane.

Selecting and implementing rich mathematics tasks in the middle school. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 112 p.

Source: Masters Abstracts International, Volume: 54-02.

Thesis (M.A.)--University of Toronto (Canada), 2014.

This collective case study of two middle school mathematics teachers examines how teachers select and implement rich mathematics tasks. The research revealed that these two teachers tend to select rich mathematics tasks from a variety of sources that meet individual needs, conform to assessments and align to characteristics of rich mathematics tasks. These two teachers perceive rich mathematics task to be open-ended, cross-curricular, student-centered, to have multiple steps, to encourage a variety of solutions and solution strategies and to support high-levels of cognitive thinking processes.

ISBN: 9781321465136Subjects--Topical Terms:

641129
Mathematics education.

Selecting and implementing rich mathematics tasks in the middle school.
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100 1 $a Henhaffer, Lori Jane. $3 3287683
245 1 0 $a Selecting and implementing rich mathematics tasks in the middle school.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 112 p.
500 $a Source: Masters Abstracts International, Volume: 54-02.
500 $a Adviser: Doug McDougall.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2014.
520 $a This collective case study of two middle school mathematics teachers examines how teachers select and implement rich mathematics tasks. The research revealed that these two teachers tend to select rich mathematics tasks from a variety of sources that meet individual needs, conform to assessments and align to characteristics of rich mathematics tasks. These two teachers perceive rich mathematics task to be open-ended, cross-curricular, student-centered, to have multiple steps, to encourage a variety of solutions and solution strategies and to support high-levels of cognitive thinking processes.
520 $a Factors identified to support rich mathematics task implementation include connecting procedures with mathematical concepts, modeling student-made solutions, enforcing scaffolding strategies and pressing for justification. Factors identified to inhibit rich mathematics task implementation include teachers overlooking opportunities to press for conceptual understanding, student behavior issues, appropriateness of the task, teachers comfort with mathematics and time.
590 $a School code: 0779.
650 4 $a Mathematics education. $3 641129
690 $a 0280
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Masters Abstracts International $g 54-02(E).
790 $a 0779
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1572374