Work

Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students

Year: 2017

Type: article

Abstract: We articulate a student perspective on task design in mathematics education, foregrounding a dynamic relationship between intentions of task designers, teachers, and students. First, we characterize a student perspective on task design. Second, we provide theoretical perspectives that we use as tools to account for different facets of task design from a student perspective. Third, we elaborate on “tensions of intentions” between designers, teachers, and students when considering the use of tasks to promote students’ mathematical learning. Fourth, we address mathematical tasks and the student: characterizing task context from a student perspective, contrasting reflective and emergent task design, and discussing theoretical and methodological approaches that take into account the student perspective. We conclude with implications for research and practice.

Source: ZDM

DOI: 10.1007/s11858-017-0894-0

Authors: Heather Lynn Johnson, Alf Coles, David Clarke

Institutions: University of Colorado Denver, University of Bristol, The University of Melbourne

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,190