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Exploring the relationship between task, teacher actions, and the student learning
Sullivan, Peter Clarke, Doug Clarke, Barbara O'Shea, Helen
Sullivan, Peter
Clarke, Doug
Clarke, Barbara
O'Shea, Helen
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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.
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Date
2009
Type
Conference item
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Book
Volume
Issue
Page Range
185-192
Article Number
ACU Department
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Open Access Status
Open access
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Controlled