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Students as partners in complex number task design

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conference contribution
posted on 03.06.2019 by Stephanie Thomas, Barbara Jaworski, Dave Hewitt, Nikos Vlaseros, Marinos Anastasakis
We report on a collaborative project at university level involving students as partners in task design for a bridging mathematics module (known in the UK as a Foundation module) which is part of gaining access to first year degree studies. Three teacher-researchers met regularly with four student partners who developed a set of tasks on matrices and on complex numbers which were trialled with students on this Foundation module. We show the mediational processes by which the tasks developed from ‘static’ designs to more ‘dynamic’ designs using the software Autograph. Our analyses highlighted various tools in the mediation of the learning of mathematics, in the mediation of task development and in the mediation of the engagement of all team members in collaboration.

Funding

This project is supported by HEFCE (Higher Education Funding Council for England) Catalyst Fund: Innovations in learning and teaching, and addressing barriers to student success A: Small-scale, ‘experimental’ innovation in learning and teaching. Project code: PK20.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Eleventh Congress of the European Society for Research in Mathematics Education

Citation

TREFFERT-THOMAS, S. ... et al., 2019. Students as partners in complex number task design. IN: Jankvist, U. , van den Heuvel-Panhuizen, M. and Veldhuis., M. (eds.) Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), February 6 – 10, 2019, Utrecht. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Publisher

© the Authors. Published by Freudenthal Group & Freudenthal Institute, Utrecht University.

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

09/05/2019

Publication date

2019

Notes

This is a conference paper.

Language

en

Location

Utrecht

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