EXPLORING THE RELATIONSHIP BETWEEN TASKS, TEACHER ACTIONS, AND STUDENT LEARNING

被引：0

作者：

Sullivan, Peter ^{[1
]}

Clarke, Doug ^{[2
]}

Clarke, Barbara ^{[1
]}

O'Shea, Helen ^{[1
]}

机构：

[1] Monash Univ, Clayton, Vic, Australia

[2] Australian Catholic Univ, Sydney, NSW, Australia

来源：

PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 | 2009年 / 5卷

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers.

引用

页码：185 / +

页数：2

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