Relevant bibliographies by topics / Worthwhile mathematical tasks

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Worthwhile mathematical tasks'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Worthwhile mathematical tasks"

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Blume, Glendon W., Judith S. Zawojewski, Edward A. Silver, and Patricia Ann Kenney. "Implementing the Professional Standards for Teaching Mathematics: Focusing on Worthwhile Mathematical Tasks in Professional Development: Using a Task from the National Assessment of Educational Progress." Mathematics Teacher 91, no. 2 (February 1998): 156–61. http://dx.doi.org/10.5951/mt.91.2.0156.

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Worthwhile mathematical tasks engage the problem solver in sound and significant mathematics, elicit a variety of solution methods, and require mathematical reasoning. Such problems also prompt responses that are rich enough to reveal mathematical understandings. Just as good classroom practice engages students in worthwhile mathematical tasks, sound professional development does the same with teachers. Providing teachers with opportunities to engage in worthwhile mathematical tasks and to analyze the mathematical ideas underlying those tasks promotes the vision of the Professional Standards for Teaching Mathematics (NCTM 1991).
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Caulfield, Richard, Shelly Sheats Harkness, and Robert Riley. "Surprise! Turn Routine Problems into Worthwhile Tasks." Mathematics Teaching in the Middle School 9, no. 4 (December 2003): 198–202. http://dx.doi.org/10.5951/mtms.9.4.0198.

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Textbook problems are often mundane, uninteresting, and allow for very little mathematical thinking or discourse. Because students in our township scored lowest in the category of ratio and proportional reasoning on our statewide assessment, we–three eighth-grade teachers–decided to work together to address this area of weakness. We modified a typical textbook problem related to this mathematical concept in an attempt to foster students' thinking, mathematical understanding, and discourse. In this article, we describe what happened in the classroom when we introduced our “modified” textbook problem.
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Mason, John. "Generating Worthwhile Mathematical Tasks in Order to Sustain and Develop Mathematical Thinking." Sustainability 12, no. 14 (July 16, 2020): 5727. http://dx.doi.org/10.3390/su12145727.

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Making use of a phenomenological stance which first and foremost values the lived experience of learners, six tasks are used to illustrate what it might mean for a mathematical task to be deemed worthy of being offered to learners. These take the form of encounters with, and opportunities to develop, pervasive mathematical themes, use of mathematical powers and experience of mathematical concepts and topics. Comments about how worthwhile mathematical tasks can evolve centre around developing the propensity, the habit of mind to extend, vary and generalise for oneself. Mathematical thinking is sustained by developing this disposition.
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Brahier, Daniel J., and William R. Speer. "Worthwhile Tasks: Exploring Mathematical Connections through Geometric Solids." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 20–28. http://dx.doi.org/10.5951/mtms.3.1.0020.

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After a full day of teaching, you take some time reflecting and planning lessons for the next several days. While paging through your course of study, you identify, among others, the following objectives that need to be developed with your middle school mathematics class:
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Chamberlin, Michelle T., and Judith Zawojewski. "A Worthwhile Mathematical Task for Students and Their Teachers." Mathematics Teaching in the Middle School 12, no. 2 (September 2006): 82–87. http://dx.doi.org/10.5951/mtms.12.2.0082.

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Worthwhile mathematical tas ks not only prompt students to learn mathematics, they also prompt teachers to learn and improve their teaching in their own mathematics classrooms. When teachers use worthwhile tasks, they have to learn “what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge” (NCTM 2000, p. 19).
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Breyfogle, M. Lynn, and Lauren E. Williams. "From the Classroom: Designing and Implementing Worthwhile Tasks." Teaching Children Mathematics 15, no. 5 (December 2008): 276–80. http://dx.doi.org/10.5951/tcm.15.5.0276.

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Teachers often need to alter mathematical tasks that they find in their district-adopted set of curriculum materials or develop new ones if none is present on a particular topic. However, how to best go about this work is not always clear. How do you make effective decisions about alterations? What should you keep in mind as you consider developing tasks to help your students with a particular idea or misconception? These and other questions were central in our minds as we developed a task to help students learn about elapsed time.
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Armstrong, Barbara E. "Implementing the Professional Standards for Teaching Mathematics: Teaching Patterns, Relationships, and Multiplication as Worthwhile Mathematical Tasks." Teaching Children Mathematics 1, no. 7 (March 1995): 446–50. http://dx.doi.org/10.5951/tcm.1.7.0446.

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The goal of presenting students with worthwhile tasks that enable them to make connections is to ensure the development of mathematical insights. Determining instructional activities that meet this goal, however, can be a complex task in itself.
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Reys, Barbara J., and Vena M. Long. "Implementing the Professional Standards for Teaching Mathematics: Teacher as Architect of Mathematical Tasks." Teaching Children Mathematics 1, no. 5 (January 1995): 296–99. http://dx.doi.org/10.5951/tcm.1.5.0296.

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The first standard presented in the Professional Standards for Teaching Mathematics (NCTM 1991) highlights the importance of choosing and using worthwhile mathematical tasks. Teachers are curriculum architects charged with ensuring the quality of the mathematical tasks in which their students engage.
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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
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Henningsen, Marjorie, and Mary Kay Stein. "Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning." Journal for Research in Mathematics Education 28, no. 5 (November 1997): 524–49. http://dx.doi.org/10.5951/jresematheduc.28.5.0524.

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In order to develop students' capacities to “do mathematics,” classrooms must become environments in which students are able to engage actively in rich, worthwhile mathematical activity. This paper focuses on examining and illustrating how classroom-based factors can shape students' engagement with mathematical tasks that were set up to encourage high-level mathematical thinking and reasoning. The findings suggest that when students' engagement is successfully maintained at a high level, a large number of support factors are present. A decline in the level of students' engagement happens in different ways and for a variety of reasons. Four qualitative portraits provide concrete illustrations of the ways in which students' engagement in high-level cognitive processes was found to continue or decline during classroom work on tasks.
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Dissertations / Theses on the topic "Worthwhile mathematical tasks"

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Zwahlen, Elizabeth Karen. "An Investigation of How Preservice Teachers Design Mathematical Tasks." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3959.

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The tasks with which students engage in their mathematics courses determine, for a large part, what students learn. Therefore, it is essential that teachers are able to design tasks that are worthwhile for developing mathematical understanding. Since practicing teachers seldom incorporate worthwhile mathematical tasks in their lessons, we would expect that they did not become proficient at designing worthwhile tasks while in their teacher education programs. This thesis describes a study that investigated what preservice secondary teachers attend to as they attempt to design worthwhile mathematical tasks. Three participants were selected from a course at a large private university where preservice teachers are taught and practice the skill of task design. This "Task Design" course was observed, and the three participants were interviewed to determine what they attend to while designing tasks. There were seven main characteristics that the main participants in the study attended to the most often and thought were the most important: sound and significant mathematics, reasoning, appropriateness, clarity, communication, engagement, and openness. How the participants attended to these characteristics is described. Some implications for teacher education, such as requiring preservice teachers to explain how their tasks embody certain characteristics, are given based on the results.
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Book chapters on the topic "Worthwhile mathematical tasks"

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Goodson-Espy, Tracy, and Lisa Poling. "Interactive Whiteboards." In Cases on Technology Integration in Mathematics Education, 288–307. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch014.

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This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.
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Goodson-Espy, Tracy, and Lisa Poling. "Interactive Whiteboards." In TPACK, 401–16. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch019.

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This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.
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Adedokun-Shittu, Nafisat Afolake, and Abdul Jaleel Kehinde Shittu. "Critical Issues in Evaluating Education Technology." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 230–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch012.

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This chapter highlights some issues that are critical in evaluating technology in education such that it will be implemented to meet educational goals, and it will also serve as a spotlight for policy makers and educators to make a worthwhile return on their technology investment. Schools and institutions of learning invest heavily on technology before establishing clear plans on how it will be integrated into teaching and learning to achieve educational goals. Even though many studies have reported positive impact of technology on students’ learning, few studies have been carried out to investigate whether the investment on technology in schools have been commensurate with the investment. Particularly, needs assessment on both students and teachers’ technology needs is often ignored before technology implementation. Educators and policy makers need to consider certain evaluation issues before committing huge budget percentages into technology. It is crucial to ask what can technology do that cannot be done without it, what percentage of the institution’s budget should be invested on technology, how should technology be integrated in the curriculum to achieve educational goals, and lots more before investing on educational technology to avoid resource wastage. Thus, this chapter highlights these critical issues in the light of a study conducted on the integration of information and communication technology (ICT) in the teaching and learning of science and mathematics in Malaysian secondary school (Adedokun, 2008). The research investigated some concerns that culminated from the integration of ICT in the instruction of English, mathematics, and science in Malaysia among which are: Can the teachers deliver? Do they have the strong will to deliver? Are there adequate facilities for them to carry out this new task? Do they possess the necessary skills for them to be able to deliver? Does the government provide adequate training on the integration of ICT in subject content? Are the students prepared for the change in the medium of instruction? What is the present situation in schools with regards to the use of ICT? And is better teaching and learning achieved with the integration of ICT?
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Journal articles
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