Selecting and Creating Mathematical Tasks: From Research To Practice.

  title={Selecting and Creating Mathematical Tasks: From Research To Practice.},
  author={Margaret S. Smith and Mary Kay Stein},
  journal={Mathematics Teaching in the Middle School},
W HAT FEATURES OF A MATHEMATICS classroom really make a difference in how students come to view mathematics and what they ultimately learn. [] Key Result A major finding of this research to date, as described in the article by Stein and Smith in the January 1998 issue of Mathematics Teaching in the Middle School, is that the highest learning gains on a mathematics-performance assessment were related to the extent to which tasks were set up and implemented in ways that engaged students in high levels of…
Analyzing Mathematical Tasks: A Catalyst for Change?
In this study we investigate a strategy for engaging high school mathematics teachers in an initial examination of their teaching in a way that is non-threatening and at the same time effectively
Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students
  • V. Hatisaru
  • Education
    International Electronic Journal of Mathematics Education
  • 2020
The drive to explore students’ experiences in mathematics classrooms remains imperative for mathematics education research in order to better understand how effective teaching and learning classroom
Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking
A multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI, offers insight into decompositions of the two teaching practices of interest, and the utility of the number choices made by the teachers.
An Investigation of How Preservice Teachers Design Mathematical Tasks
What preservice secondary teachers attend to as they attempt to design worthwhile mathematical tasks is investigated and some implications for teacher education, such as requiring preservICE teachers to explain how their tasks embody certain characteristics, are given.
We Never Did This: A Framework for Measuring Novelty of Tasks in Mathematics Textbooks
A framework to consider the degree of novelty presented in tasks found in mathematics textbooks is presented and it indicates that while all textbooks incorporate a significant level of novelty, there is still room for more novel tasks to be included.
Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: the case of algebra
To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school
Examining the Pedagogical Approaches in Five Curriculum Programs
This chapter explores the pedagogical approach incorporated into each of the five curriculum programs we analyzed (The five programs are Everyday Mathematics (EM), Investigations in Number, Data, and
Engineering students approaching the mathematics textbook as a potential learning tool – opportunities and constraints
Investigation of the process of approaching the textbook from epistemological, cognitive, and didactical perspectives indicated that a need for greater awareness about the use of mathematical textbooks in meaningful ways at tertiary level.


Mathematical Tasks as a Framework for Reflection: From Research to Practice
A to the Professional Standards for Teaching Mathematics (NCTM 1991), a primary factor in teachers’ professional growth is the extent to which they “refl ect on learning and teaching individually and
Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms
The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students’ thinking capacities.
Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project
Abstract In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning
Work in Mathematics Classes: The Context of Students' Thinking During Instruction
The research program described in this article has focused on the work students do in classrooms and how that work influences students' thinking about content. The research is based on the premise
The Quasar Project
Conventional mathematics instruction has failed to help many students in urban schools to develop desirable forms of mathematical proficiency. A promising alternative is offered by instruction that
The QUASAR Project : The ‘ Revolution of the Possible ’ in Mathematics Instructional Reform in Urban Middle Schools
  • Urban Education 30 ( January
  • 1987
“ Classrooms in Which Students Successfully Acquire Mathematical Proficiency : What Are the Critical Features of Teachers ’ Instructional Practice ?
  • 1996
Classrooms in Which Students Successfully Acquire Mathematical Proficiency: What Are the Critical Features of Teachers' Instructional Practice
  • Paper presented at the annual meeting of the American Educational Research Association
  • 1996
Visual Mathematics Course Guide: Integrated Math Topics and Teaching Strategies for Developing Insights and Concepts
  • Math Learning Center
  • 1989