Kullberg, Angelika; Runesson, Ulla; Mårtensson, Pernilla (2014). Different possibilities to learn from the same task. PNA, 8(4), pp. 139-150 .
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URL Oficial: http://www.pna.es
Resumen
In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn.
Tipo de Registro: | Artículo |
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Información Adicional: | 1887-3987 Research paper |
Términos Temporales (Editor): | Hybrid tasksStatistical thinking Task design |
Términos clave: | 06. Aprendizaje Otros términos clave específicos no incluidos en las secciones anteriores > T-Z > Tarea 13. Matemáticas escolares > Números > Operaciones aritméticas > División |
Nivel Educativo: | Educación Primaria (7-12 años) |
Código ID: | 3706 |
Depositado Por: | Pedro Gómez |
Depositado En: | 07 May 2014 12:46 |
Fecha de Modificación Más Reciente: | 12 May 2014 02:12 |
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