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Source CiteSeerX
Content type Text
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Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Task-based Lesson Design ♦ Student Solution ♦ Whole-class Discussion ♦ Particular Set ♦ Overall Sequencing ♦ One-semester Mathematics Content Course ♦ Pre-activity Analysis Identifies Mathematical Strand ♦ Student Attention ♦ Situated Learning ♦ Central Focus ♦ Informal Exploration ♦ Pre-service Elementary Teacher ♦ Specific Task ♦ End-of-class Discussion ♦ Different Aspect ♦ Student Strategy ♦ Mathematical Structure ♦ Classroom Observation ♦ Big Idea ♦ Formal Structure ♦ Intuitive Introduction ♦ Student Engagement ♦ Instructional Sequence ♦ Learning Strand ♦ Key Concept ♦ Key Construct ♦ Student Conceptual Understanding ♦ Affective Attitude ♦ Teacher Note ♦ Theoretical Framework ♦ Design Cycle ♦ Mathematical Connection ♦ Classroom Lesson ♦ Individual Task Construction ♦ Classroom Material ♦ Small-group Work ♦ Unpacked Mathematical Structure ♦ Algorithmic Computation ♦ Implemented Lesson
Abstract This paper describes aspects of a task-based lesson design that was used to develop classroom materials for a one-semester mathematics content course for pre-service elementary teachers (Teppo, in press). These materials are intended to promote students ’ conceptual understanding and improve their affective attitudes towards the subject. The central focus and primary learning resource in this course is the classroom lesson, which consists of three components; a task, directed student engagement with the task, and whole-class discussion of selected student solutions. The task is designed to elicit a range of solutions that utilize different aspects of the task’s underlying mathematical structure, while the end-of-class discussion focuses the students’ attention on these key constructs. Each lesson is carefully positioned within a learning strand that moves the students from an intuitive introduction to the topic, through informal explorations of the mathematics, to considerations of algorithmic computations, formal structure, and mathematical connections. The task-based lesson design consists of five phases. (See Figure 1.) 1) An a priori, or pre-activity analysis identifies mathematical strands, big ideas, and key concepts that inform the overall sequencing of the lessons as well as the individual task construction. 2) Specific tasks are designed to flesh out the instructional sequences. 3) Students process the tasks during small-group work, followed by a whole-class discussion. 4) Student solutions and classroom observations from the implemented lessons are analyzed and the mathematics is further unpacked where necessary to understand the students ’ strategies. These reflections may prompt a further reiteration of design and implementation (design cycle). 5) The task and an accompanying selection of student solutions are written up as a set of Teacher Notes that illuminates a discussion of the unpacked mathematical structure anchoring each lesson. A theoretical framework of situated learning informs the design phases. Knowledge is located in and develops through activity that is situated within a given environment. In fact, “how a person learns a particular set of knowledge and skills, and the situation in which a person
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article