Analyzing Mathematical Tasks: A Catalyst for Change?

Arbaugh, Fran; Brown, Catherine

doi:10.1007/s10857-006-6585-3

Cited by 61 publications

(57 citation statements)

References 21 publications

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“…Uluslararası platformda da etkinliklerin tasarlanması ve uygulanması ile ilgili, öğretmenlerin ve öğretmen adaylarının etkinlik konusunda farkındalık ve beceri kazanmalarını sağlamaya yönelik (Arbaugh & Brown, 2005;Horoks & Robert, 2007;Norton & Kastberg, 2012;Yeo, 2007) ve etkinliğe "task" kavramı üzerinden yaklaşarak etkinliğe Swan, 2007Swan, , 2008Yeo, 2007) yönelik olarak çalışmalar gerçekleştirilmiştir. Bu çalışmalar incelendiğinde, araştırmacıların uzlaştığı ortak bir etkinlik tanım olmadığı, genellikle çalıştıkları konu ekseninde bir etkinliğin sahip olması gereken özelliklerden yola çıkarak etkinliği tanımladıkları görülmektedir.…”

Section: şEkil 2: Matematiksel Etkinlik Aşamalarıunclassified

An Examination of Pre-service Mathematics Teachers’ Perceptions of Mathematics Learning Activities

Toprak¹,

Uğurel²,

Tuncer³

et al. 2017

Journal of Theoretical Educational Science

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In our country, one of the important concepts proposed by the recent curricula has been 'activities' since 2005. From this point of view, both mathematics educators and teachers should focus on and discuss about the importance of activities. This study is designed to examine pre-service secondary mathematics teachers' (PSMTs) perceptions about mathematics learning activities (MLA). Participants are twenty-seven PSMTs. The data include 3 different groups. The first group consists of PSMTs' free writings that describe their definitions of MLA. The second group consists of observation notes of the class discussions which are related to the structure of MLA and MLA's required properties. The last one consists of MLA samples that were designed by PSMTs. In consequence of data analysis, results show that PSMTs did not reach consensus on a unique definition or particular properties of MLA; the definitions spreaded out a broad perspective. PSMTs defined the activity as the classroom application that is connected with real life and other disciplines, compatible with the objectives in teaching programs, is designed to improve students' cognitive skills, student-centered, interesting, easy to learn, and appropriate for groupwork. But, it is found out that PSMTs did not reflect the properties of MLA while they were designing the activities. The results of the study indicated that PSMTs' perceptions of activities and their skills of designing an activity must be improved.

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Section: şEkil 2: Matematiksel Etkinlik Aşamalarıunclassified

An Examination of Pre-service Mathematics Teachers’ Perceptions of Mathematics Learning Activities

Toprak¹,

Uğurel²,

Tuncer³

et al. 2017

Journal of Theoretical Educational Science

View full text Add to dashboard Cite

show abstract

“…Previous studies have shown that teachers tend to focus on surface features, such as mathematical content or topics, when analysing tasks (e.g. Arbaugh & Brown, 2005;Stein, Baxter, & Leinhardt, 1990) and that teachers' selection of instructional tasks are largely based on the concepts and skills that they need to cover (Hiebert et al, 1997).…”

Section: Identifying What Matters: Analysing Tasks To Identify Competmentioning

confidence: 99%

“…Arbaugh and Brown (2005) demonstrated that this could be challenging and that when analysing tasks, teachers tend to focus mainly on surface features rather than on in-depth features. The aim of the present study was to analyse the outcome of a group of five teachers' and prospective teachers' use of an item analysis scheme for identifying the competency demands of assessment tasks (n = 141).…”

Section: Introductionmentioning

confidence: 99%

Identifying Competency Demands in Mathematical Tasks: Recognising What Matters

Pettersen

Nortvedt

2017

Int J of Sci and Math Educ

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In more and more countries, the goal of mathematics education is to develop students' mathematical competence beyond procedural and conceptual knowledge. Thus, students need to engage in a rich variety of tasks comprising competencies such as communication, reasoning and problem solving. In addition, assessment tasks should be constructed to measure the particular aspects of mathematical competence to align assessment with curriculum. Teachers need to be able to recognise competency demand in the mathematical tasks they want to use for teaching and assessment purposes, which might prove difficult. The aim of this study was to analyse the outcome of five teachers' and prospective teachers' use of an item analysis tool. For each of 141 assessment tasks, the teachers and prospective teachers individually applied the tool to identify the competency demand of the task on a scale from 0 to 3 for each of six mathematical competencies. Overall, the analysis reveals high consistency in their analysis. However, the teachers and prospective teachers utilised a restricted range of the scale, rarely judging a task to demand a high level of competence. This indicates that the five teachers and prospective teachers can use the tool to identify which of the six competencies are at play in solving a task, but can only differentiate to a limited extent between tasks that demand a low level of competence and those that demand a high level. In conclusion, we propose that an item analysis tool could be useful to teachers and prospective teachers as a means of analysing and selecting appropriate tasks that enhance development of mathematical competencies.

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“…사실, 수학학습에서 학생들에게 제공되는 과 제의 유형과 학생들의 학습 사이의 관계는 오랜 동안 중요한 연구주제였다 (Arbaugh & Brown, 2005). 연구 결과(예를 들면, Marx & Walsh, 1988;Hiebert & Wearne, 1993;Stein & Lane, 1996)를 통해서, 수학 과 제가 요구하는 학생들의 사고수준과 수학에 대한 학생 들의 이해사이에는 밀접한 관계가 있음을 알 수 있다.…”

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An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers

Kwon¹

2015

Education of Primary School Mathematics

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Analyzing Mathematical Tasks: A Catalyst for Change?

Cited by 61 publications

References 21 publications

An Examination of Pre-service Mathematics Teachers’ Perceptions of Mathematics Learning Activities

An Examination of Pre-service Mathematics Teachers’ Perceptions of Mathematics Learning Activities

Identifying Competency Demands in Mathematical Tasks: Recognising What Matters

An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers

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