LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS
We report on the work of 3 schools which set out to make a difference for their previously low-attaining students. Through naturalistic enquiry over 3 years, we built a picture of their practices. Against a national trend, students reported positive attitudes to mathematics and, in 2 out of 3 school...
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| Format: | Journal article |
| Language: | English |
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2012
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| _version_ | 1797065809210638336 |
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| author | Watson, A De Geest, E |
| author_facet | Watson, A De Geest, E |
| author_sort | Watson, A |
| collection | OXFORD |
| description | We report on the work of 3 schools which set out to make a difference for their previously low-attaining students. Through naturalistic enquiry over 3 years, we built a picture of their practices. Against a national trend, students reported positive attitudes to mathematics and, in 2 out of 3 schools, showed improvement in attainment, so we probe more deeply into the teaching. The lessons broadly conformed to an approach combining inclusive participation with complex and coherent development of mathematical ideas. To understand how the teachers orchestrated this, we developed lesson analysis techniques that focus on how thinking, repertoire and understanding are scaffolded by teachers through sequences of microtasks. © 2011 National Science Council, Taiwan. |
| first_indexed | 2024-03-06T21:33:54Z |
| format | Journal article |
| id | oxford-uuid:4597ce49-5c3c-4106-aabe-668a4f97f4df |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T21:33:54Z |
| publishDate | 2012 |
| record_format | dspace |
| spelling | oxford-uuid:4597ce49-5c3c-4106-aabe-668a4f97f4df2022-03-26T15:08:37ZLEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERSJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:4597ce49-5c3c-4106-aabe-668a4f97f4dfEnglishSymplectic Elements at Oxford2012Watson, ADe Geest, EWe report on the work of 3 schools which set out to make a difference for their previously low-attaining students. Through naturalistic enquiry over 3 years, we built a picture of their practices. Against a national trend, students reported positive attitudes to mathematics and, in 2 out of 3 schools, showed improvement in attainment, so we probe more deeply into the teaching. The lessons broadly conformed to an approach combining inclusive participation with complex and coherent development of mathematical ideas. To understand how the teachers orchestrated this, we developed lesson analysis techniques that focus on how thinking, repertoire and understanding are scaffolded by teachers through sequences of microtasks. © 2011 National Science Council, Taiwan. |
| spellingShingle | Watson, A De Geest, E LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title | LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title_full | LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title_fullStr | LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title_full_unstemmed | LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title_short | LEARNING COHERENT MATHEMATICS THROUGH SEQUENCES OF MICROTASKS: MAKING A DIFFERENCE FOR SECONDARY LEARNERS |
| title_sort | learning coherent mathematics through sequences of microtasks making a difference for secondary learners |
| work_keys_str_mv | AT watsona learningcoherentmathematicsthroughsequencesofmicrotasksmakingadifferenceforsecondarylearners AT degeeste learningcoherentmathematicsthroughsequencesofmicrotasksmakingadifferenceforsecondarylearners |