The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.
Tu1105 A COGNITIVE TASK ANALYSIS APPROACH TOWARD IDENTIFYING LEARNING REQUIREMENTS AND INFORMING TRAINING DESIGN FOR DIFFERENT CATEGORIES OF LEARNERS OF ENDOSCOPIC SUBMUCOSAL DISSECTION
