Mathematics Tasks That Promote Creativity 1

2021 ◽  
pp. 75-96
Author(s):  
Scott A. Chamberlin ◽  
Eric L. Mann
Keyword(s):  
Mathematics Tasks

scholarly journals Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds

2021 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Lindsey Clark ◽  
John Shelley-Tremblay ◽  
Julie Cwikla
Keyword(s):  
Motor Skills ◽  
Developmental Trajectories ◽  
Spoken Word ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Motor Ability ◽  
Counting Task ◽  
Mathematics Tasks ◽  
Public Elementary Schools ◽  
Grooved Pegboard Test

We investigated preschool-aged children’s understanding of early fractional tasks and how that performance correlates with fine motor skills and use of gestures while counting. Participants were 33 preschoolers aged 4 to 5 in two Southeastern public elementary schools. Children were tested individually in an interview-like setting. Mathematics tasks were presented in a paper and pencil format and the Grooved Pegboard test assessed fine motor skills. Finally, utilization of gestures was evaluated by taking a behavioral rating of the child’s hand morphology, accuracy of gestures, and synchrony of gestures and spoken word while performing a counting task. Results indicate that performance on fractional reasoning tasks significantly predicts both fine motor ability and accuracy of gestures.

Assessing Authentic Intellectual Work in Mathematics Tasks

2017 ◽  
pp. 176-196
Author(s):  
Lesly Yahaira Rodríguez Martínez ◽  
María Guadalupe Pérez Martínez ◽  
Adriana Mercado Salas
Keyword(s):  
Mixed Methods ◽  
Elementary School Teachers ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Multiple Solution ◽  
Intellectual Work ◽  
Construction Of Knowledge ◽  
Authentic Intellectual Work ◽  
Mathematics Tasks ◽  
Almost All

This paper reports an analysis of the tasks included in the Mathematical Challenges book. The analysis was based on the proposals of the Authentic Intellectual Work (AIW). The purpose of the study focuses on assessing the potential of the mathematical challenges to promote in-depth and meaningful learning through the connection with different contexts, and other features including purpose, multiple-solution pathways, construction of knowledge and higher order thinking. Participants in this study were 3 elementary school teachers, 2 mathematics specialists and the authors of this paper; they assessed the Mathematical Challenges through a questionnaire based on specific rubrics. The study used a mixed methods approach. The analysis produced two main findings. First, challenges vary in their connections to students' lives according to the context they come from. Second, almost all mathematical challenges are related to the highest levels of others AIW criteria.

Promoting Equity in Elementary School Mathematics

2022 ◽  
pp. 213-232
Author(s):  
Drew Polly ◽  
Madelyn Colonnese ◽  
Julie Bacak ◽  
Kaitlyn O. Holshouser ◽  
Wendy Lewis
Keyword(s):  
Elementary School ◽  
Learning Environments ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
School Teacher ◽  
Elementary School Mathematics ◽  
Mathematics Tasks ◽  
Elementary School Learners ◽  
Mathematics Teaching Practices

This chapter describes the frameworks of mathematics tasks, equity-based mathematics teaching practices, technological pedagogical and content knowledge (TPACK), and how they relate to teaching for equity in virtual learning environments (VLE). The frameworks are used to describe vignettes from VLEs with elementary school learners and elementary school teacher candidates (future teachers). Implications of these vignettes include a need for an empirically based trajectory related to equity-based teaching practices as well as a need to consider which technologies in a VLE can be used to effectively promote equity-based mathematics teaching practices.

Exploring Individual Differences in Children's Mathematical Skills: A Correlational and Dimensional Approach

2013 ◽  
Vol 113 (1) ◽  
pp. 23-30 ◽  
Author(s):  
H. Sigmundsson ◽  
R. C. J. Polman ◽  
H. Lorås
Keyword(s):  
Individual Differences ◽  
High Specificity ◽  
General Assumption ◽  
Basic Knowledge ◽  
Mathematical Tasks ◽  
Mathematical Skills ◽  
Task Specificity ◽  
Mathematics Tasks ◽  
Mathematics Test ◽  
Mathematical Skill

Individual differences in mathematical skills are typically explained by an innate capability to solve mathematical tasks. At the behavioural level, this implies a consistent level of mathematical achievement that can be captured by strong relationships between tasks, as well as by a single statistical dimension that underlies performance on all mathematical tasks. To investigate this general assumption, the present study explored interrelations and dimensions of mathematical skills. For this purpose, 68 ten-year-old children from two schools were tested using nine mathematics tasks from the Basic Knowledge in Mathematics Test. Relatively low-to-moderate correlations between the mathematics tasks indicated most tasks shared less than 25% of their variance. There were four principal components, accounting for 70% of the variance in mathematical skill across tasks and participants. The high specificity in mathematical skills was discussed in relation to the principle of task specificity of learning.

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