Developing the task progressions framework
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| Titel: | Developing the task progressions framework |
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| Autoren: | Glasnović Gracin, Dubravka |
| Verlagsinformationen: | 2019. |
| Publikationsjahr: | 2019 |
| Schlagwörter: | lesson planning, learning progressions, Task analysis |
| Beschreibung: | The authors present a framework for use by: (1) teachers as they select, (re-)design, modify, or create mathematical tasks for a lesson, including out-of-class assignments, or a sequence of lessons ; and (2) researchers to analyze the quality, diversity, and complexity of tasks in a lesson or sequence of lessons. The Task Progressions Framework integrates components of existing task analysis frameworks, notions of ‘rich’ tasks, task formats, differentiated instruction, and learning progressions to develop a guide for use in assembling or analyzing a set of tasks that help students develop particular mathematical ideas (concepts and procedures) and particular mathematical habits of mind. |
| Publikationsart: | Conference object |
| Dokumentencode: | edsair.dris...01492..44f8c2bccf0991b1873d3964cb0eea6c |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | The authors present a framework for use by: (1) teachers as they select, (re-)design, modify, or create mathematical tasks for a lesson, including out-of-class assignments, or a sequence of lessons ; and (2) researchers to analyze the quality, diversity, and complexity of tasks in a lesson or sequence of lessons. The Task Progressions Framework integrates components of existing task analysis frameworks, notions of ‘rich’ tasks, task formats, differentiated instruction, and learning progressions to develop a guide for use in assembling or analyzing a set of tasks that help students develop particular mathematical ideas (concepts and procedures) and particular mathematical habits of mind. |
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