000 04234nam a22005655i 4500
001 978-3-319-09629-2
003 DE-He213
005 20220530132359.0
007 cr nn 008mamaa
008 151026s2015 sz | s |||| 0|eng d
020 _a9783319096292
_9978-3-319-09629-2
024 7 _a10.1007/978-3-319-09629-2
_2doi
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a510.71
_223
245 1 0 _aTask Design In Mathematics Education
_h[electronic resource] :
_ban ICMI study 22 /
_cedited by Anne Watson, Minoru Ohtani.
250 _a1st ed. 2015.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2015.
300 _aXVIII, 339 páginas123 ilustraciones, 39 ilustraciones in color.
_bonline resource.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aNew ICMI Study Series,
_x2215-1745
505 0 _aPart 1 Chapter 1: Frameworks and principles for task design -- Chapter 2: Features of task design informing teachers' decisions about goals and pedagogies -- Chapter 3: Accounting for student perspectives in task design -- Chapter 4: Design and use of textbased tasks. Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Chapter 5: The Role of Tools and Representations in Designing Mathematics -- Part 2 Chapter 6: E-Textbooks for Mathematical Guided Inquiry: Design of Tasks and Task Sequences -- Chapter 7: Didactic engineering as a research methodology: from fundamental situations to study and research paths -- Chapter 8: The Critical Role of Task Design in Lesson Study -- Chapter 9: Possible presentation by Jan de Lange, Freudenthal Institute -- Part 3 Commentaries : Chapter 10: Commentary on chapters 1, 2 and 3 -- Chapter 11: Commentary on chapters 1, 4, and 5.
506 0 _aOpen Access
520 _aThis 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.
650 0 _aMathematics-Study and teaching .
650 0 _aLearning, Psychology of.
650 1 4 _aMathematics Education.
650 2 4 _aInstructional Psychology.
700 1 _aWatson, Anne.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aOhtani, Minoru.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319096285
776 0 8 _iPrinted edition:
_z9783319096308
776 0 8 _iPrinted edition:
_z9783319363905
830 0 _aNew ICMI Study Series,
_x2215-1745
856 4 0 _uhttps://doi.org/10.1007/978-3-319-09629-2
912 _aZDB-2-SHU
912 _aZDB-2-SXED
912 _aZDB-2-SOB
999 _c154806
_d154806