Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/41873
Title: How do you describe mathematics tasks?
Authors: Foster, Colin
Inglis, Matthew
First Published: 1-Mar-2018
Publisher: Association of Teachers of Mathematics
Citation: Mathematics Teaching -Derby-, 2018, 260, pp. 18-20
Abstract: [First paragraph] What do you think of the task in figure 1? Would you use it with learners? How would you describe it? Many different adjectives are used to describe mathematics tasks, such as “rich”, “open”, “inquirybased”, “procedural”, and so on, but what do they mean? Do teachers understand them in broadly similar ways or in a variety of different ways? The English national curriculum suggests that learners should be offered “rich and sophisticated problems” (DfE, 2014, p.3). But what does that mean? In a recent piece of research (Foster & Inglis, 2017), we carried out two studies to investigate how mathematics teachers use adjectives to describe mathematics tasks.
ISSN: 0025-5785
Links: https://www.atm.org.uk/Mathematics-Teaching-Journal-Archive
http://hdl.handle.net/2381/41873
Embargo on file until: 1-Jan-10000
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2018, Association of Teachers of Mathematics. Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: The file associated with this record is under embargo while permission to archive is sought from the publisher. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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