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Teachers' decisions about mathematics tasks when planning
Sullivan, Peter Clarke, David Clarke, Doug Roche, Anne
Sullivan, Peter
Clarke, David
Clarke, Doug
Roche, Anne
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Abstract
At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness.
Keywords
Date
2013
Type
Conference item
Journal
Book
Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia
Volume
2
Issue
Page Range
626-633
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
DOI
Event URL
Open Access Status
Open access
License
File Access
Controlled