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dc.contributor.authorAinley, Janet
dc.contributor.authorMargolinas, Claire
dc.contributor.authorBarquero, Berta
dc.contributor.authorBikner-Ahsbahs, Angelika
dc.contributor.authorCalleja, James
dc.contributor.authorClarke, David
dc.contributor.authorColes, Alf
dc.contributor.authorGardner, Kimberley
dc.contributor.authorGimenez, Joaquim
dc.contributor.authorJohnson, Heather L.
dc.contributor.authorLin, Pi-Jen
dc.contributor.authorLithner, Johan
dc.contributor.authorRadonich, Peter
dc.contributor.authorSavard, Annie
dc.contributor.authorStrømskag, Heidi
dc.date.accessioned2020-03-23T11:49:50Z
dc.date.available2020-03-23T11:49:50Z
dc.date.created2019-12-17T16:52:38Z
dc.date.issued2015
dc.identifier.isbn978-3-319-09628-5
dc.identifier.urihttps://hdl.handle.net/11250/2648108
dc.description.abstractThis chapter aims to provide insights into students’ perspectives about the meanings and purposes of mathematical tasks and to understand how appropriate task design might help minimize any gaps between teacher intentions and student mathematical activity. Throughout the chapter, we explore accounts of how students understand the meaning and purpose of the mathematical activity they undertake, as well as how task design might take account of what we know about these perspectives. For instance, we discuss research that indicates ways in which the perceptions of students may differ from the intentions of teachers and task designers and attempt to articulate the nature of those differences to raise both theoretical and methodological challenges concerning how an observer can appreciate the student’s point of view. We also discuss ways in which task design that takes account of students’ responses might reduce the discrepancies between the intentions of designers and/or teachers and students’ perceptions of their activity and achievements.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofTask design in mathematics education
dc.titleAccounting for student perspectives in task designen_US
dc.typeChapteren_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Fagdidaktikk: 283en_US
dc.subject.nsiVDP::Subject didactics: 283en_US
dc.source.pagenumber115-141en_US
dc.identifier.doi10.1007/978-3-319-09629-2_4
dc.identifier.cristin1762192
dc.description.localcodeThis is a post-peer-review, pre-copyedit version of a chapter published by Springer. The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-09629-2_4en_US
cristin.unitcode194,63,15,0
cristin.unitnameInstitutt for matematiske fag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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