Exploring Open-Ended Tasks as Teacher LearningReport as inadecuate

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Australian Primary Mathematics Classroom, v14 n2 p4-9 2009

The Task Types and Mathematics Learning project is investigating the opportunities and constraints that teachers experience when using particular types of mathematics tasks. Some assumptions underlying this aspect of the project are: (1) that teachers seeking a balanced curriculum choose to use a mix of types of tasks; (2) open-ended questions offer students and teachers opportunities for both creativity and different ways of thinking about mathematics; and (3) trialling exemplars of particular types of tasks, reflecting on the experience by writing a report, and reporting back to colleagues involves substantial teacher learning, and can form the basis of sustainable professional development. This article explains what is meant by content specific open-ended tasks, illustrates the ways that teachers wrote up trials of such tasks in their classrooms, and uses excerpts from teachers' reporting on their trials at meetings of project teachers from a cluster of nearby schools, to illustrate the type of teacher learning that resulted from this process. (Contains 1 figure.)

Descriptors: Mathematics Education, Faculty Development, Mathematics Instruction, Mathematics Curriculum, Learning Activities, Teaching Methods, Questioning Techniques, Problem Solving, Lesson Plans, Elementary School Mathematics, Foreign Countries

Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office[at]aamt.edu.au; Web site: http://www.aamt.edu.au

Author: Sullivan, Peter; Griffioen, Mel; Gray, Hayley; Powers, Chris

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3433&id=EJ853833


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