NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002544
Record Type: Journal
Publication Date: 2012
Pages: 4
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1326-0286
Choosing Tasks to Match the Content You Are Wanting to Teach
Sullivan, Peter; Clarke, David J.; Clarke, Doug M.
Australian Primary Mathematics Classroom, v17 n3 p24-27 2012
At some stage in the planning process, teachers develop or select tasks which prompt the type of activity that can offer students experiences that can help them learn the intended content. This article presents results from an item on a survey that invited teachers to match particular content descriptions with selected tasks. While many teachers matched the tasks with the content descriptions that we anticipated they would, there were also many teachers who chose descriptions that we consider do not match the tasks. It is suggested that teachers should discuss within their planning teams the purpose and potential of particular tasks, and that such discussions also form part of teacher professional learning. It is recommended that the notion of matching tasks to the curriculum is incorporated into teacher learning sessions. (Contains 1 table.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A