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001 BRILL9789460911507
003 nllekb
005 20260610105601.0
007 cr un uuuua
008 191130s2010 ne sb 001 0 eng d
020 _a9789460911507
_q(electronic book)
020 _z9789460911491
_q(print)
024 7 _a10.1163/9789460911507
_2DOI
035 _a(OCoLC)1096219390
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aQA11.2
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a510.71
_223
245 0 0 _aMathematical Tasks in Classrooms Around the World /
_cEdited by Yoshinori Shimizu; Berinderjeet Kaur; Rongjin Huang; David Clarke.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2010.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aThe Learner’s Perspective Study ;
_v3
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rYoshinori Shimizu , Berinderjeet Kaur , Rongjin Huang and David Clarke -- The Role of Mathematical Tasks in Different Cultures /
_rYoshinori Shimizu , Berinderjeet Kaur , Rongjin Huang and David Clarke -- A Study of Mathematical Tasks from Three Classrooms in Singapore /
_rBerinderjeet Kaur -- Mathematical Tasks as Catalysts for Student Talk: Analysing Discourse in a Norwegian Mathematics Classroom /
_rOle Kristian Bergem and Kirsti Klette -- Engaging Students with Mathematical Tasks in a Large Class /
_rFlorenda Gallos Cronberg -- A Task-Specific Analysis of Explicit Linking in the Lesson Sequences in Three Japanese Mathematics Classrooms /
_rYoshinori Shimizu -- Linking in Teaching Linear Equations – Forms and Purposes: The Case of the Czech Republic /
_rJarmila Novotná and Alena Hošpesová -- Comparison of Learning Task Lesson Events between Australian and Shanghai Lessons /
_rIda Ah Chee Mok -- Implementing Mathematical Tasks in US and Chinese Classrooms /
_rRongjin Huang and Jinfa Cai -- Student-Created Tasks Inform Conceptual Task Design /
_rGaye Williams -- A Functional Analysis of Mathematical Tasks in China, Japan, Sweden, Australia and the USA: Voice and Agency /
_rCarmel Mesiti and David Clarke -- The LPS Research Design /
_rDavid Clarke -- Author Index /
_rYoshinori Shimizu , Berinderjeet Kaur , Rongjin Huang and David Clarke -- Subject Index /
_rYoshinori Shimizu , Berinderjeet Kaur , Rongjin Huang and David Clarke.
520 _aMathematical tasks have long been recognized as crucial mediators ?between mathematical content and the mathematics learner. For many people, the mathematics classroom is defined by the type of tasks one finds there - and this is appropriate. Mathematical tasks are the embodiment of the curricular pretext that brings each particular set of individuals together in every mathematics classroom. In other contexts, individuals come together to engage in musical performances or dramatic performances. The performances of the mathematics classroom are largely the performance of mathematical tasks and if we are to understand and facilitate the learning that is the purpose of such settings then we must understand the nature of the performances that we find there. The classroom performance of a task is ultimately a unique synthesis of task, teacher, students and situation. Of particular interest are differences in the function of mathematically similar tasks when employed by different teachers, in different classrooms, for different instructional purposes, with different students. By making comparison possible between the classroom use of mathematical tasks in different classrooms around the world, the analyses reported in this book reveal the profound differences in how each teacher utilises mathematical tasks, in partnership with their students, to create a distinctive form of mathematical activity. The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterisation of practice in the classrooms of competent teachers and the development of theory.
588 _aDescription based on print version record.
650 0 _aMathematics
_xStudy and teaching (Secondary).
650 0 _aProblem-based learning.
700 1 _aShimizu, Yoshinori,
_eeditor.
700 1 _aKaur, Berinderjeet,
_eeditor.
700 1 _aHuang, Rongjin,
_eeditor.
700 1 _aClarke, David,
_eeditor.
776 0 8 _iPrint version:
_tMathematical Tasks in Classrooms Around the World,
_dLeiden Boston : Brill | Sense, 2010
_w9789460911491
830 0 _aThe Learner’s Perspective Study ;
_v3.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789460911507
999 _c40788
_d40788