LEADER 04326nam 22007335 450 001 9910438332603321 005 20240312134905.0 010 $a9786613936851 010 $a9781283624404 010 $a1283624400 010 $a9781461446811 010 $a1461446813 024 7 $a10.1007/978-1-4614-4681-1 035 $a(CKB)2670000000246538 035 $a(EBL)1030806 035 $a(OCoLC)811052186 035 $a(SSID)ssj0000767210 035 $a(PQKBManifestationID)11399903 035 $a(PQKBTitleCode)TC0000767210 035 $a(PQKBWorkID)10739574 035 $a(PQKB)11306332 035 $a(DE-He213)978-1-4614-4681-1 035 $a(MiAaPQ)EBC1030806 035 $a(PPN)168300907 035 $a(EXLCZ)992670000000246538 100 $a20120914d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching with Tasks for Effective Mathematics Learning /$fby Peter Sullivan, Doug Clarke, Barbara Clarke 205 $a1st ed. 2013. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d2013. 215 $a1 online resource (213 p.) 225 1 $aMathematics Teacher Education,$x2543-0017 ;$v104 300 $aDescription based upon print version of record. 311 08$a9781489995346 311 08$a148999534X 311 08$a9781461446804 311 08$a1461446805 320 $aIncludes bibliographical references and index. 327 $a1. Researching Tasks in Mathematics Classrooms -- 2. Perspectives on Mathematics, Learning and Teaching -- 3. Tasks and Mathematics Learning. 4. Using Purposeful Presentational Tasks -- 5. Using Mathematical Tasks Arising from Contexts -- 6. Using Content-Specific Open-Ended Tasks -- 7. Moving from the Task to the Lesson: Pedagogical Practices and other Issues -- 8. Constructing a Sequencing of Lessons -- 9. Students' Preferences for Different Types of Mathematics Tasks -- 10. Students Perceptions of Characteristics of Desired Mathematics Lessons -- 11. Contrasting Types of Tasks: A Story of Three Lessons. - 12. Conclusions -- 13. A Selection. 330 $aUsing classroom mathematics tasks to support student learning is the topic of this timely volume. Employing research-based data, the authors focus on teacher practice as well as teacher and student learning and knowledge creation to demonstrate the use of mathematics tasks which promote effective student understanding. Unique in the field, the book provides a thorough, comprehensive guide to the nature of tasks for researchers, teacher educators, curriculum designers, administrators and teachers. Chapters on the effective implementation of mathematics tasks in the classroom, distinct pedagogical concepts related to teaching with mathematics tasks, and sample lessons that clearly demonstrate successful uses for mathematics tasks in the classroom are included.  The book is designed to provide a mix of cutting-edge data on task use with concrete examples of successful tasks and implementation tactics.  All of the lesson plans and illustrative examples provided have been extensively evaluated and tested in actual learning situations and feature specific suggestions for combating student difficulties and promoting solution pathways. This is a book that is essential for anyone hoping to understand both the importance of mathematics tasks for enhancing student learning and ways in which mathematics tasks can be applied in the classroom to achieve learning goals and objectives.     . 410 0$aMathematics Teacher Education,$x2543-0017 ;$v104 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aMathematics Education 606 $aTeaching and Teacher Education 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 676 $a510.712 700 $aSullivan$b Peter$0572444 701 $aClarke$b Doug$01758495 701 $aClarke$b Barbara$01758496 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438332603321 996 $aTeaching with tasks for effective mathematics learning$94196722 997 $aUNINA