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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.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
From the reviews:
"In this book, Sullivan, Clarke and Clarke make an important contribution to the growing literature on mathematics tasks as they outline the findings from their three-year project Task Types in Mathematics Learning ... . This book underlines the value of research-designed and collaboratively-developed mathematics tasks. ... this book will be very widely read, and that the tasks found here, and others like them, will be able to benefit many more students of mathematics." (Colin Foster, Research in Mathematics Education, Vol. 15 (3), 2013)
"The authors discuss a wide variety of classroom mathematical tasks that may enhance the learning of mathematics for students and also make the teaching of mathematics more enjovable. This book also provides some student feedback to certain tasks. The authors study in depth how teachers act when using tasks." (Fiacre O'Cairbre, zbMATH, Vol. 1268, 2013)
"In this book, Sullivan, Clarke and Clarke make an important contribution to the growing literature on mathematics tasks as they outline the findings from their three-year project Task Types in Mathematics Learning ... . This book underlines the value of research-designed and collaboratively-developed mathematics tasks. ... this book will be very widely read, and that the tasks found here, and others like them, will be able to benefit many more students of mathematics." (Colin Foster, Research in Mathematics Education, Vol. 15 (3), 2013)
"The authors discuss a wide variety of classroom mathematical tasks that may enhance the learning of mathematics for students and also make the teaching of mathematics more enjovable. This book also provides some student feedback to certain tasks. The authors study in depth how teachers act when using tasks." (Fiacre O'Cairbre, zbMATH, Vol. 1268, 2013)