Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching

Journal article

Sullivan, Peter, Clarke, Barbara and Clarke, Doug. (2009). Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Mathematics Education Research Journal. 21(1), pp. 85 - 105. https://doi.org/10.1007/BF03217539
AuthorsSullivan, Peter, Clarke, Barbara and Clarke, Doug
Abstract

As part of a research and professional development project that focused on the opportunities and constraints provided by different kinds of mathematical tasks, a group of 67 primary and 40 secondary practising teachers of mathematics were asked to complete a survey focusing on their use of tasks. In this article, we discuss responses to one particular item which sought teachers’ ideas on taking a fraction comparison task (which is larger: 2/3 or 201/301?) and converting it into a mathematics lesson in the middle years of schooling. Drawing upon a number of components of ‘mathematical knowledge for teaching’ as a framework, we attempt to examine those aspects of mathematical knowledge which are involved in making such a conversion. Our recommendation following this analysis is that greater emphasis is necessary in professional development settings on taking a potentially useful task and converting it into a worthwhile mathematics learning experience for students. Knowing the relevant mathematics also seems necessary even if not sufficient to make this conversion.

Year2009
JournalMathematics Education Research Journal
Journal citation21 (1), pp. 85 - 105
PublisherSpringer Netherlands
ISSN2211-050X
Digital Object Identifier (DOI)https://doi.org/10.1007/BF03217539
Scopus EID2-s2.0-70849091803
Page range85 - 105
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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