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Teachers as designers of effective numeracy tasks
Geiger, Vince
Geiger, Vince
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Author
Abstract
In this paper, preliminary research into an effective approach to numeracy task design is described and analysed using a conceptual framework based on two dimensions – one related to the nature of numeracy and the other concerned with the characteristics of effective mathematical tasks. A case that documents one teacher’s attempt to create a numeracy task for her class of preparatory students is used to illustrate the relevance of the components of the framework to task design from the perspectives of participant teachers. Teachers’ comments provided insight into aspects of the design process that require greater emphasis and also helped identify complexities that require resolution before a coherent framework for effective numeracy task design can be realised
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Date
2016
Type
Conference item
Journal
Book
Opening Up Mathematics Education: Research Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia
Volume
Issue
Page Range
252-259
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
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Controlled