Exploring the relationship between task, teacher actions, and student learning
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Resumen
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.
Exploración de las relaciones entre tarea, acciones del profesor y aprendizaje del estudiante
Handle: http://hdl.handle.net/10481/4449
Nº de citas en WOS (2017): 2 (Citas de 2º orden, 0)
Nº de citas en SCOPUS (2017): 7 (Citas de 2º orden, 9)