Different possibilities to learn from the same task
Tipo de documento
Autores
Lista de autores
Kullberg, Angelika, Runesson, Ulla y Mårtensson, Pernilla
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.
Fecha
2014
Tipo de fecha
Estado publicación
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Enfoque
Nivel educativo
Idioma
Revisado por pares
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Referencias
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