Task Design in Mathematics Education: an ICMI study 22: 17 - Rilegato

Libro 18 di 21: New ICMI Study
 
9783319096285: Task Design in Mathematics Education: an ICMI study 22: 17
Rilegato
ISBN 10: 3319096281 ISBN 13: 9783319096285
Casa editrice: Springer Nature, 2015

Sinossi

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

Dalla quarta di copertina

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

Editore
Springer Nature
Data di pubblicazione
2015
Lingua
Inglese
ISBN 10 
3319096281
ISBN 13 
9783319096285
Rilegatura
Copertina rigida
Numero edizione
1
Numero di pagine
250
Redattore
Watson Anne, Ohtani Minoru
Contatto del produttore
Springer-Verlag GmbH
customerservice@springernature.com

Tiergartenstraße 17
Heidelberg
Baden-Württemberg
69121
Germania

Altre edizioni note dello stesso titolo

9783319363905: Task Design In Mathematics Education: an ICMI study 22

Edizione in evidenza

ISBN 10:  3319363905 ISBN 13:  9783319363905
Casa editrice: Springer, 2016
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