Supporting teachers in structuring mathematics lessons involving challenging tasks

Journal article

Sullivan, Peter, Askew, Mike, Cheeseman, Jill, Clarke, Doug, Mornane, Angela, Roche, Anne and Walker, Nadia. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education (online version). 18, pp. 123 - 140. https://doi.org/10.1007/s10857-014-9279-2
AuthorsSullivan, Peter, Askew, Mike, Cheeseman, Jill, Clarke, Doug, Mornane, Angela, Roche, Anne and Walker, Nadia
Abstract

The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers responded to survey items in both Likert and free format style after teaching the ten lessons. The responses of the teacher participants indicate that the lesson structure we proposed was helpful, and the elements of the lessons suggested to teachers were both necessary and sufficient for supporting students in engaging with the challenging tasks. Implications for teacher educators and curriculum developers are offered.

Year2015
JournalJournal of Mathematics Teacher Education (online version)
Journal citation18, pp. 123 - 140
ISSN1573-1820
Digital Object Identifier (DOI)https://doi.org/10.1007/s10857-014-9279-2
Page range123 - 140
Research GroupSchool of Education
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