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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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Selecting and implementing rich mathematics tasks in the middle school./
作者:	Henhaffer, Lori Jane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	112 p.
附註:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
標題:	Mathematics education. -
電子資源:	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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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.
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