Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts
Mathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
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2008
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| _version_ | 1826272377207521280 |
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| author | Stylianides, A Stylianides, G |
| author_facet | Stylianides, A Stylianides, G |
| author_sort | Stylianides, A |
| collection | OXFORD |
| description | Mathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively demanding), real-life tasks in ways that exploit their motivational features without overshadowing the mathematics involved. This paper proposes an analytic framework for describing and explaining the classroom implementation of different kinds of tasks, and uses this framework to analyse a classroom episode where a secondary teacher implemented with low fidelity a high-level, real-life mathematical task. Implications for research are discussed. © 2008 Elsevier Ltd. All rights reserved. |
| first_indexed | 2024-03-06T22:11:36Z |
| format | Journal article |
| id | oxford-uuid:51fd5abb-3083-4012-bf34-f223ca75053d |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T22:11:36Z |
| publishDate | 2008 |
| record_format | dspace |
| spelling | oxford-uuid:51fd5abb-3083-4012-bf34-f223ca75053d2022-03-26T16:22:58ZStudying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contextsJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:51fd5abb-3083-4012-bf34-f223ca75053dEnglishSymplectic Elements at Oxford2008Stylianides, AStylianides, GMathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively demanding), real-life tasks in ways that exploit their motivational features without overshadowing the mathematics involved. This paper proposes an analytic framework for describing and explaining the classroom implementation of different kinds of tasks, and uses this framework to analyse a classroom episode where a secondary teacher implemented with low fidelity a high-level, real-life mathematical task. Implications for research are discussed. © 2008 Elsevier Ltd. All rights reserved. |
| spellingShingle | Stylianides, A Stylianides, G Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title | Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title_full | Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title_fullStr | Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title_full_unstemmed | Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title_short | Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts |
| title_sort | studying the classroom implementation of tasks high level mathematical tasks embedded in real life contexts |
| work_keys_str_mv | AT stylianidesa studyingtheclassroomimplementationoftaskshighlevelmathematicaltasksembeddedinreallifecontexts AT stylianidesg studyingtheclassroomimplementationoftaskshighlevelmathematicaltasksembeddedinreallifecontexts |