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|a 9783319096292
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|a Watson, Anne
|e [editor]
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| 245 |
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|a Task Design In Mathematics Education
|h Elektronische Ressource
|b an ICMI study 22
|c edited by Anne Watson, Minoru Ohtani
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| 250 |
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|a 1st ed. 2015
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2015, 2015
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| 300 |
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|a XVIII, 339 p. 123 illus., 39 illus. in color
|b online resource
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|a Part 1 Chapter 1: Frameworks and principles for task design -- Chapter 2: Features of task design informing teachers’ decisions about goals and pedagogies -- Chapter 3: Accounting for student perspectives in task design -- Chapter 4: Design and use of textbased tasks. Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Part 2 Chapter 6: E-Textbooks for Mathematical Guided Inquiry: Design of Tasks and Task Sequences -- Chapter 7: Didactic engineering as a research methodology: from fundamental situations to study and research paths -- Chapter 8: The Critical Role of Task Design in Lesson Study -- Chapter 9: Possible presentation by Jan de Lange, Freudenthal Institute -- Part 3 Commentaries : Chapter 10: Commentary on chapters 1, 2 and 3 -- Chapter 11: Commentary on chapters 1, 4, and 5
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| 653 |
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|a Mathematics / Study and teaching
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| 653 |
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|a Instructional Psychology
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| 653 |
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|a Learning, Psychology of
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| 653 |
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|a Mathematics Education
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| 700 |
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|a Ohtani, Minoru
|e [editor]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a New ICMI Study Series
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| 028 |
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|a 10.1007/978-3-319-09629-2
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| 856 |
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|u https://doi.org/10.1007/978-3-319-09629-2?nosfx=y
|x Verlag
|3 Volltext
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|a 510.71
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| 520 |
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|a This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task designis core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student
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