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Mediating mathematics teaching development and pupils’ mathematics learning: the life cycle of a task

chapter
posted on 26.09.2011 by Barbara Jaworski, Simon Goodchild, Stig Eriksen, Espen Daland
A developmental research project in Norway, Learning Communities in Mathematics (LCM), a collaboration between university and schools, uses mathematical tasks as a basis for developing community in project workshops and for teachers’ design of tasks for classrooms. An aim in the project is that teachers and didacticians, through inquiry into design and use of tasks and reflection on and analysis of their use, will learn more about creating effective learning situations for pupils in mathematics. The processes involved are exemplified through an account of the design and use of the Mirror Task. An activity theory analysis traces the elements of learning of participants, teachers and didacticians, and highlights tensions, their nature and origins, in project activity and that of the established communities of school and university.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

JAWORSKI, B. ... et al, 2011. Mediating mathematics teaching development and pupils’ mathematics learning: the life cycle of a task. IN: O.Zaslavsky and P. Sullivan (ed). Constructing Knowledge for Teaching Secondary Mathematics. New York: Springer Science + Business Media, pp. 143-160

Publisher

© Springer Science + Business Media

Version

NA (Not Applicable or Unknown)

Publication date

2011

Notes

This book chapter is closed access.

ISBN

9780387098111

Book series

Mathematics Teacher Education;Volume 6

Language

en

Exports