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ERIC Number: EJ1001599
Record Type: Journal
Publication Date: 2012-Nov
Pages: 5
Abstractor: As Provided
Reference Count: 2
ISSN: ISSN-0025-5785
Tasks and Their Place in Mathematics Teaching and Learning--Part 1
Back, Jenni; Foster, Colin; Tomalin, Jo; Mason, John; Swan, Malcolm; Watson, Anne
Mathematics Teaching, n231 p33-37 Nov 2012
As with previous reports of activity at the annual Institute of Mathematics Pedagogy, this does not disappoint. The tasks used to support teaching and learning in mathematics can vary in so many ways, but this variation is compounded when learners begin to access the tasks. A task that really motivates and challenges one learner is likely to provoke a response described as "at the opposite end of the spectrum" from another learner in the same classroom. What is a "good" task? and What is a "bad" task? are questions not only worthy of discussion, but must be resolved in the context of the classroom experience. Notions of "threshold" and "challenge" are revisited to explore the relationship between a task and the mathematics involved. Here the discussions relating to the various tasks are documented, the outcomes are described. If you are involved in mathematics education this is a "must read". (Contains 4 notes.) [For Part 2, see EJ1001591.]
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A