Mathematical tasks and the student: navigating "tensions of intentions" between designers, teachers, and students
Mathematical tasks and the student: navigating "tensions of intentions" between designers, teachers, and students
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DOI：
10.1007/s11858-017-0894-0
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发表时间：
2017-11-01
影响因子：
3
通讯作者：
Clarke, David
中科院分区：
文献类型：
--
作者：
Johnson, Heather Lynn;Coles, Alf;Clarke, David
我们阐明了学生的观点在数学教育中的任务设计，突出任务设计者，教师和学生的意图之间的动态关系。首先，我们描述了学生的观点任务设计。第二，我们提供了理论的观点，我们使用的工具，从学生的角度来考虑任务设计的不同方面。第三，我们阐述了设计者、教师和学生之间的“意图张力”，当考虑使用任务来促进学生的数学学习。第四，我们解决数学任务和学生：从学生的角度来描述任务背景，对比反思和紧急任务设计，并讨论考虑到学生的角度来看，理论和方法的方法。最后，我们的研究和实践的影响。
We articulate a student perspective on task design in mathematics education, foregrounding a dynamic relationship between intentions of task designers, teachers, and students. First, we characterize a student perspective on task design. Second, we provide theoretical perspectives that we use as tools to account for different facets of task design from a student perspective. Third, we elaborate on "tensions of intentions" between designers, teachers, and students when considering the use of tasks to promote students' mathematical learning. Fourth, we address mathematical tasks and the student: characterizing task context from a student perspective, contrasting reflective and emergent task design, and discussing theoretical and methodological approaches that take into account the student perspective. We conclude with implications for research and practice.