Exploring the relationship between task, teacher actions, and the student learning

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Sullivan, Peter, Clarke, Doug, Clarke, Barbara and O'Shea, Helen. (2009). Exploring the relationship between task, teacher actions, and the student learning. In M. Tzekaki, M. Kaldrimidou and H. Sakonidis (Ed.). In Search for Theories in Mathematics Education: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: International Group for the Psychology of Mathemati.... pp. 185 - 192
AuthorsSullivan, Peter, Clarke, Doug, Clarke, Barbara and O'Shea, Helen
Abstract

We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers.

Year2009
PublisherInternational Group for the Psychology of Mathemati...
Open accessOpen access
Publisher's version
Page range185 - 192
ISBN9789602436578
Place of publicationThessaloniki, Greece
EditorsM. Tzekaki, M. Kaldrimidou and H. Sakonidis
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