000			03191nam a2200253 a 4500
001			42733
003			0000000000
005			20240411193055.0
008			210730n s 000 0 eng d
010			_a 2015945100
020			_a978-3-319-09628-5
022			_a1387-6872
245	1	0	_aTask design in mathematics education : _h[electronic resource] _ban ICMI study 22 / _cEdited by Anne Watson; Minoru Ohtani.
260			_aBerlin : _bSpringer, _c2015.
300			_a1 online resource (348 pages) : _billustrations (black and white, and colour).
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.
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		7	_aMathematics _xStudy and teaching _xCongresses. _2sears
700	1		_aOhtani, Minoru _eEditor.
700	1		_aWatson, Anne _eEditor.
856			_uhttps://drive.google.com/file/d/12-8d9mhTU2cn63iW3vCrRx-jls2eajzC/view?usp=sharing
999			_c12774 _d12774