Teaching with Tasks for Effective Mathematics Learning

Mathematics Teacher Education Band 9

Peter Sullivan, Doug Clarke, Barbara Clarke

Buch (gebundene Ausgabe, Englisch)
Buch (gebundene Ausgabe, Englisch)
107,99
107,99
inkl. gesetzl. MwSt.
inkl. gesetzl. MwSt.
Lieferbar innerhalb von 6 Wochen Versandkostenfrei
Lieferbar innerhalb von 6 Wochen
Versandkostenfrei

Weitere Formate

Taschenbuch

107,99 €

Accordion öffnen
  • Teaching with Tasks for Effective Mathematics Learning

    Springer Us

    Lieferbar innerhalb von 6 Wochen

    107,99 €

    Springer Us

gebundene Ausgabe

ab 107,99 €

Accordion öffnen
  • Teaching with Tasks for Effective Mathematics Learning

    Springer Us

    Lieferbar innerhalb von 6 Wochen

    107,99 €

    Springer Us
  • Teaching with Tasks for Effective Mathematics Learning

    Springer

    Lieferbar innerhalb von 3 Wochen

    146,99 €

    Springer

eBook (PDF)

106,99 €

Accordion öffnen
  • Teaching with Tasks for Effective Mathematics Learning

    PDF (Springer)

    Sofort per Download lieferbar

    106,99 €

    PDF (Springer)

Beschreibung

This book is about how teachers can use classroom mathematics tasks to support
student learning, and presents data on the ways in which teachers used those
tasks in a particular research project. It is the product of research findings
focusing on teacher practice, teacher learning and knowledge, and student
learning. It demonstrates how teachers can use mathematics tasks to promote
effective student learning.

Peter Sullivan is Professor of Science, Mathematics and Technology at Monash University. His main professional achievements are in the field of research. His recent research includes four Australian Research Council grants funded projects: He is an author of the popular teacher resource Open-ended maths activities: Using good questions to enhance learning that is published in the US as Good questions for math teaching. Doug Clarke is a Professor of Mathematics Education at the Australian Catholic University (Victoria), where he directs the Mathematics Teaching and Learning Research Centre. In recent years, Doug has worked on four Australian Research Council grants, focusing on integrating mathematics and science, the role of tasks in mathematics learning, encouraging student persistence while working on challenging tasks, and providing appropriate support for teachers implementing national curricula, respectively. Doug’s professional interests include young children’s mathematical learning, using mathematics to explore current events and students' interests, the role of task-based assessment interviews with students, problem solving and investigations, manageable and meaningful assessment, and the professional growth of mathematics teachers. Barbara Clarke is an Associate Professor in Mathematics Education at Monash University (Peninsula Campus) where she teachers primary pre-service teachers. Barbara has considerable experience in conducting and supporting research, and directing or supervising major research projects and contracts. The major focus of her writing and research has been concerned with mathematics teachers, their practice, and their professional development.

Produktdetails

Einband gebundene Ausgabe
Seitenzahl 206
Erscheinungsdatum 12.09.2012
Sprache Englisch
ISBN 978-1-4614-4680-4
Verlag Springer Us
Maße (L/B/H) 24,1/16/1,7 cm
Gewicht 500 g
Auflage 2013

Weitere Bände von Mathematics Teacher Education

Kundenbewertungen

Es wurden noch keine Bewertungen geschrieben.

  • Artikelbild-0
  • ​1. Researching Tasks in Mathematics Classrooms.- 2. Perspectives on Mathematics, Learning and Teaching.- 3. Tasks and Mathematics Learning. 4. Using Purposeful Presentational Tasks.- 5. Using Mathematical Tasks Arising from Contexts.- 6. Using Content-Specific Open-Ended Tasks.- 7. Moving from the Task to the Lesson: Pedagogical Practices and other Issues.- 8. Constructing a Sequencing of Lessons.- 9. Students' Preferences for Different Types of Mathematics Tasks.- 10. Students Perceptions of Characteristics of Desired Mathematics Lessons.- 11. Contrasting Types of Tasks: A Story of Three Lessons. - 12. Conclusions.- 13. A Selection.