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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8860

Title: Mediating mathematics teaching development and pupils’ mathematics learning: the life cycle of a task
Authors: Jaworski, Barbara
Goodchild, Simon
Eriksen, Stig
Daland, Espen
Keywords: Developmental research project
Mathematical task design
Community of inquiry
Activity theory analysis
Learning of teachers and didacticians
Issue Date: 2011
Publisher: © Springer Science + Business Media
Citation: JAWORSKI, B. ... et al, 2011. Mediating mathematics teaching development and pupils’ mathematics learning: the life cycle of a task. IN: O.Zaslavsky and P. Sullivan (ed). Constructing Knowledge for Teaching Secondary Mathematics. New York: Springer Science + Business Media, pp. 143-160
Series/Report no.: Mathematics Teacher Education;Volume 6
Abstract: A developmental research project in Norway, Learning Communities in Mathematics (LCM), a collaboration between university and schools, uses mathematical tasks as a basis for developing community in project workshops and for teachers’ design of tasks for classrooms. An aim in the project is that teachers and didacticians, through inquiry into design and use of tasks and reflection on and analysis of their use, will learn more about creating effective learning situations for pupils in mathematics. The processes involved are exemplified through an account of the design and use of the Mirror Task. An activity theory analysis traces the elements of learning of participants, teachers and didacticians, and highlights tensions, their nature and origins, in project activity and that of the established communities of school and university.
Description: This book chapter is closed access.
Version: Closed access
DOI: 10.1007/978-0-387-09812-8_9
URI: https://dspace.lboro.ac.uk/2134/8860
Publisher Link: http://www.springerlink.com/content/n17k44281504440m/
ISBN: 9780387098111
Appears in Collections:Closed Access (Mathematics Education Centre)

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