A case study of theory-informed task design: what might we, as designers, learn?
Tipo de documento
Autores
Lista de autores
Wake, G. C.
Resumen
Task design plays a very important role in the day-to-day classroom experiences of both students and teacher: it comes to define their fundamental understanding not only of mathematical concepts but also their experience of mathematics as a practice. It is essential, therefore, that those of us who design tasks for others to use, often deliberately innovative in nature, consider carefully how our work might best be informed by underpinning theory. That is not to imply that there is one best approach to task design but rather here I provide insight into how theoretical considerations can provide insight into our activity as task designers and further to this how such considerations might, through our reflections, help inform our future work. This argument is illustrated with reference to a recent design research informed development of curriculum resources and an accompanying programme of teacher learning.
Fecha
2018
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Idioma
Revisado por pares
Formato del archivo
Título libro actas
Editores (actas)
Aguilar-González, Álvaro | Alonso, Pedro | Bruno, Alicia | García, Francisco Javier | Muñiz-Rodríguez, Laura | Rodríguez-Muñiz, Luis Jose
Lista de editores (actas)
Rodríguez-Muñiz, Luis José, Muñiz-Rodríguez, Laura, Aguilar-González, Álvaro, Alonso, Pedro, García, Francisco Javier y Bruno, Alicia
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
94-109
ISBN (actas)
Referencias
Akkerman, S. F. y Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169. Alexander, R. (2006). Towards dialogic thinking: Rethinking classroom talk. York: Dialogos. Black, P. y Wiliam, D. (2009). Developing the theory of formative assessment. Educational. Assessment, Evaluation and Accountability, 21(1), 5-31. doi: 10.1007/s11092-008-9068-5. Brousseau, G. (1997). Theory of didactical situations in mathematics: Didactiques des mathematiques, 1970–1990. Dordrecht: Kluwer. Burkhardt, H. (2009). On Strategic Design. Educational Designer, 1(3). Recuperado de http://www.educationaldesigner.org/ed/volume1/issue3/article9. Burkhardt H. y Swan M. (2017) Design and Development for Large Scale Improvement. In: Kaiser G. (eds) Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs. Springer, Cham Da Ponte, J. P. y Wake, G. (forthcoming). Lesson study as a learning context in mathematics education. DfES (2005). Improving Learning in Mathematics. London: Standards Unit, Teaching and Learning Division. Recuperado de http://www.nationalstemcentre.org.uk/elibrary/collection/282/improvin-learning-in-mathematics Drijvers, P., Doorman, M., Boon, P., Reed, H. y Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234. Drijvers, P. y Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. En G. W. Blume y M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics (Cases and perspectives) (Vol. 2, pp. 363-392). Charlotte: Information Age. Guskey, T. R. (2002). Does it make a difference? Educational Leadership, 59(6), 45-51. Limon, M. (2001) On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learning and Instruction, 11, 357-380. McKenney, S. y Reeves, T.C. (2012). Conducting Educational Design Research. Routledge. Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Multilingual Matters. Mercer, N. (2000). Words and Minds: How We Use Language to Think Together. London: Routledge Star, S. L. y Griesemer, J. R. (1989). Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social Studies of Science, 19(3), 387-420. Stokes, D. E. (1997). Pasteur's Quadrant – Basic Science and Technological Innovation. Brookings Institution Press. Swain, J. y Swan, M. (2007). Thinking Through Mathematics: Research Report. London: NRDC Swan, M. (2006). Collaborative learning in mathematics: A challenge to our beliefs and practices. London: National Institute for Advanced and Continuing Education (NIACE) for the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). Swan, M., Pead, D., Doorman, M. y Mooldijk, A. (2013). Designing and using professional development resources for inquiry-based learning. ZDM Mathematics Education, 45(7), 945-957. doi: 10.1007/s11858-013-0520-8 Villegas-reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: UNESCO. Recuperado de http://unesdoc.unesco.org/images/0013/001330/133010e.pdf Vygotsky, L. S. (1986). Thought and Language (A. Kozulin, Trans.). Cambridge, Massachusetts: The MIT Press. Wake, G., Swan, M. y Foster, C. (2016). Professional learning through the collaborative design of problem‐solving lessons. Journal of Mathematics Teacher Education, 19(2), 243-260. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Yackel, E. y Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477.
Proyectos
Cantidad de páginas
16