Student reflections on learning with challenging tasks: ‘I think the worksheets were just for practice, and the challenges were for maths’

Russo, James; Hopkins, Sarah

doi:10.1007/s13394-017-0197-3

Cited by 32 publications

(14 citation statements)

References 26 publications

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“…They found that students perceived greater opportunities to learn when high-level tasks were used, but only if their high cognitive level was maintained during the enactment phase. Similarly, in a recent study, Russo and Hopkins (2017) examined young students’ experiences and perceptions of lessons that involved cognitively demanding mathematics tasks. They found that students embraced struggle and enjoyed being challenged during their engagement in these complex tasks.…”

Section: Discussionmentioning

confidence: 99%

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

Tekkumru‐Kisa

Stein

Doyle

2020

Educational Researcher

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Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. The authors discuss how this construct has been used and expanded in research since then, argue for its applicability to contemporary challenges facing schools and classrooms today, and provide suggestions for future research.

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Section: Discussionmentioning

confidence: 99%

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

Tekkumru‐Kisa

Stein

Doyle

2020

Educational Researcher

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“…The students themselves value these tasks for at least three reasons: enjoyment, effort, and meaningful mathematics. In their study, Russo and Hopkins (2017) in their study found that enjoyment was the most frequent response of the participating students. The participants derived satisfaction from the process of being challenged mathematically.…”

Section: Introduction: Tasks and Challenging Tasksmentioning

confidence: 90%

Using tasks to bring challenge in mathematics classroom

Papadopoulos

2020

JPR

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Rich and challenging tasks can be the vehicle to bring mathematical challenge in classroom. Challenge emerges when you don"t know how to solve the task at first but you can figure out, that is when the solvers are not aware of certain tools to solve the tasks and they have therefore to invent some mathematical actions to proceed. Some challenging tasks in the paper-and-pencil as well as in a digital environment will be presented. The aim is to highlight their potential (i) in engaging students to actions that make sense for them from the mathematical point of view, (ii) to support students in their experimentation and development of problem-solving strategies, (iii) to foster creative mathematical thinking, and (iv) to provoke students" curiosity as the starting point of meaning-making actions in mathematics.

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“…Undanfarin 40 ár hafa margar rannsóknir byggst á hugmyndum Doyles og faera Tekkumru-Kisa, Stein og Doyle rök fyrir því í nýlegri grein að enn séu taekifaeri til frekari rannsókna á þessu sviði. Sem daemi nefna þau rannsóknir á því hvernig samraeður nemenda og kennara í kennslustundum geta viðhaldið áskorun í viðfangsefnum þar sem úrlausn krefst mikillar greinandi hugsunar (Russo og Hopkins, 2017;Tekkumru-Kisa o.fl., 2020).…”

Section: Vitsmunaleg áSkorununclassified

Vitsmunaleg áskorun í stærðfræðikennslu á unglingastigi

Sigurjónsson¹,

Gísladóttir²

2020

TUUOM

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Markmið þessarar myndbandsrannsóknar var að meta vitsmunalega áskorun í stærðfræðikennslu á unglingastigi. Alls voru 34 kennslustundir í stærðfræði í 8. bekk í 10 skólum teknar upp og greindar ásamt 144 viðfangsefnum sem lögð voru fyrir. Greining gagna leiddi í ljós að meirihluti viðfangsefna fól í sér að beita tilteknum reikniaðferðum við úrlausn þeirra. Jafnframt virtist kennurum reynast vandasamt að viðhalda kröfum um rökhugsun í kennslustundum. Þegar nemendur unnu hver fyrir sig eftir áætlun var algengt að í aðstoð við þá drægju kennarar úr áskorun viðfangsefna með því að spyrja eingöngu lokaðra spurninga, reikna fyrir nemendur eða segja þeim svarið. Niðurstöður sýndu þó einnig dæmi þess að við lausn viðfangsefna þyrfti að beita gagnrýninni og skapandi hugsun og kennarar hvettu til samvinnu og samtals. Í þeim tilvikum, þar sem vitsmunaleg áskorun var á háu stigi, unnu nemendur í sameiningu að viðfangsefnum.

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Student reflections on learning with challenging tasks: ‘I think the worksheets were just for practice, and the challenges were for maths’

Cited by 32 publications

References 26 publications

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

Using tasks to bring challenge in mathematics classroom

Vitsmunaleg áskorun í stærðfræðikennslu á unglingastigi

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