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ERIC Number: EJ953712
Record Type: Journal
Publication Date: 2012-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1571-0068
Learning Coherent Mathematics through Sequences of Microtasks: Making a Difference for Secondary Learners
Watson, Anne; De Geest, Els
International Journal of Science and Mathematics Education, v10 n1 p213-235 Feb 2012
We report on the work of 3 schools which set out to make a difference for their previously low-attaining students. Through naturalistic enquiry over 3 years, we built a picture of their practices. Against a national trend, students reported positive attitudes to mathematics and, in 2 out of 3 schools, showed improvement in attainment, so we probe more deeply into the teaching. The lessons broadly conformed to an approach combining inclusive participation with complex and coherent development of mathematical ideas. To understand how the teachers orchestrated this, we developed lesson analysis techniques that focus on how thinking, repertoire and understanding are scaffolded by teachers through sequences of microtasks.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A