Teaching with Tasks for Effective Mathematics Learning

Peter Sullivan|Doug Clarke|Barbara Clarke

ISBN 10: 1461446805 / ISBN 13: 9781461446804

Published by Springer New York, 2012

About this Item

Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Provides a guide to the effective classroom use of tasks through elaborating appropriate pedagogies Illustrates effective use of tasks by providing examples of lessons that have been trialled, observed and analysed Uniquely presents student.

Seller Inventory # 4198507

Bibliographic Details

• Title: Teaching with Tasks for Effective Mathematics Learning
• Publisher: Springer New York
• Publication Date: 2012
• Language: English
• ISBN 10: 1461446805
• ISBN 13: 9781461446804
• Binding: Hardcover
• Condition: New

About this title

Synopsis

​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.​

About the Author

Peter Sullivan is Professor of Science, Mathematics and Technology at Monash University. His main professional achievements are in the field of research. His recent research includes four Australian Research Council grants funded projects: He is an author of the popular teacher resource Open-ended maths activities: Using good questions to enhance learning that is published in the US as Good questions for math teaching. Doug Clarke is a Professor of Mathematics Education at the Australian Catholic University (Victoria), where he directs the Mathematics Teaching and Learning Research Centre. In recent years, Doug has worked on four Australian Research Council grants, focusing on integrating mathematics and science, the role of tasks in mathematics learning, encouraging student persistence while working on challenging tasks, and providing appropriate support for teachers implementing national curricula, respectively. Doug’s professional interests include young children’s mathematical learning, using mathematics to explore current events and students' interests, the role of task-based assessment interviews with students, problem solving and investigations, manageable and meaningful assessment, and the professional growth of mathematics teachers. Barbara Clarke is an Associate Professor in Mathematics Education at Monash University (Peninsula Campus) where she teachers primary pre-service teachers. Barbara has considerable experience in conducting and supporting research, and directing or supervising major research projects and contracts. The major focus of her writing and research has been concerned with mathematics teachers, their practice, and their professional development.