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Task Design In Mathematics Education: an ICMI study 22: 17 (New ICMI Study Series) - Tapa blanda

Libro 18 de 21: New ICMI Study
 
9783319363905: Task Design In Mathematics Education: an ICMI study 22: 17 (New ICMI Study Series)
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ISBN 10: 3319363905 ISBN 13: 9783319363905
Editorial: Springer, 2016

Sinopsis

*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK*

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.

"Sinopsis" puede pertenecer a otra edición de este libro.

De la contraportada

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.

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Editorial
Springer
Año de publicación
2016
Idioma
Inglés
ISBN 10 
3319363905
ISBN 13 
9783319363905
Encuadernación
Tapa blanda
Número de páginas
339
Editor
Watson Anne, Ohtani Minoru
Contacto del fabricante
Springer Nature Customer Service Center GmbH
ProductSafety@springernature.com

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