Commission Internationale de l'Enseignement Mathématique. ICMI study Task design in mathematics education: An outline of progress

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.

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Developing purposeful mathematical thinking: a curious tale of apple trees

PNA Revista de Investigación en Didáctica de la Matemática ◽

10.30827/pna.v6i3.6140 ◽

2012 ◽

Vol 6 (3) ◽

pp. 85-103

Author(s):

Janet Ainley

Keyword(s):

Mathematics Education ◽

Real World ◽

Mathematical Thinking ◽

Task Design ◽

Mathematical Understanding ◽

School Mathematics ◽

Apple Trees ◽

The Real

In this paper I explore aspects of the ways in which school mathematics relates to the “real” world, and argue that this relationship is an uneasy one. Through exploring the causes of this unease, I aim to expose some problems in the ways in which context is used within mathematics education, and argue that the use of context does not ensure that the purposes of mathematics are made transparent. I present and discuss a framework for task design that adopts a different perspective on mathematical understanding, and on purposeful mathematical thinking. Desarrollo de un pensamiento matemático intencionado: un relato curioso de manzanos En este artículo exploro aspectos de las maneras en que las matemáticas escolares se relacionan con el mundo “real” y argumento que esta relación es preocupante. Al explorar las causas de esta preocupación, me propongo exponer algunos problemas que surgen de las formas en que se usa el contexto en Educación Matemática y argumento que el uso del contexto no asegura la transparencia de los propósitos de las matemáticas. Presento y discuto un esquema para el diseño de tareas que adopta una perspectiva diferente sobre la comprensión de las matemáticas y el pensamiento matemático intencionado.Handle: http://hdl.handle.net/10481/19524

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Guided discovery for preservice teachers

Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht ◽

10.37626/ga9783959871648.0.16 ◽

2020 ◽

pp. 273-282

Author(s):

Ryota Matsuura ◽

Réka Szász

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Mathematics Education ◽

Study Abroad ◽

Task Design ◽

Guided Discovery ◽

Inquiry Based Learning ◽

Mathematics Classrooms ◽

Study Abroad Program

In this paper, we present an approach to teacher education at a study abroad program in Hungary for American and international pre-service and in-service teachers. The aim of the program is for participants to learn about the guided discovery pedagogy used in Hungarian mathematics classrooms, stemming from the work of Tamás Varga, which is closely related to inquiry based learning. The program applies the principles of guided discovery to teacher education itself: participants are immersed in the guided discovery approach, hence their view of mathematics is challenged, and they look for their own tools to likewise challenge their future students. In the paper, we illustrate this approach to teacher education by describing an example of a guided discovery task to which participants are exposed, and discuss how they engage in their own task design and reflection. Classification: B50 Keywords: mathematics education, guided discovery, teacher education, pre-service teachers, in-service teachers, problem series, task design, inquiry based learning

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Task Design In Mathematics Education

10.1007/978-3-319-09629-2 ◽

2015 ◽

Cited By ~ 22

Keyword(s):

Mathematics Education ◽

Task Design

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ICMI Study 19: Proof and proving in mathematics education

ZDM ◽

10.1007/s11858-008-0073-4 ◽

2008 ◽

Vol 40 (2) ◽

pp. 329-336 ◽

Cited By ~ 27

Author(s):

Gila Hanna ◽

◽

Michael de Villiers

Keyword(s):

Mathematics Education ◽

Icmi Study ◽

Proof And Proving

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Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

JRAMathEdu (Journal of Research and Advances in Mathematics Education) ◽

10.23917/jramathedu.v4i1.7547 ◽

2019 ◽

Vol 4 (1) ◽

pp. 31-44

Author(s):

Kamirsyah Wahyu ◽

Dwi Ratnasari ◽

Sofyan Mahfudy ◽

Desventri Etmy

Keyword(s):

Professional Development ◽

Mathematics Education ◽

Mathematics Teachers ◽

Digital Technology ◽

Exploratory Study ◽

Theoretical Perspective ◽

Task Design ◽

Theoretical Perspectives ◽

Teachers Professional Development ◽

Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.

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Questioning definitions at university: the case of analysis

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2019v21i4p142-156 ◽

2019 ◽

Vol 21 ◽

Author(s):

Carl Winsløw

Keyword(s):

Mathematics Education ◽

Mathematical Analysis ◽

Task Design ◽

Vector Analysis ◽

University Mathematics ◽

The World ◽

University Mathematics Education ◽

Definition Of

Based on a case study on task design related to the definition of curve integrals in vector analysis, we examine a modest design for realizing the paradigm of “questioning the world” in the study of a certain type of definition in mathematical analysis, and more generally, the conditions and constraints this paradigm meets in university mathematics education

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