Studying mathematics teacher education: analysing the process of task variation on learning Bragg, Leicha A. 2015, Studying mathematics teacher education: analysing the process of task variation on learning, Studying teacher education, vol. 11, no. 3, pp. 294-311, doi: 10.1080/17425964.2015.1065805. Attached Files Name Description MIMEType Size Downloads Title Studying mathematics teacher education: analysing the process of task variation on learning Author(s) Bragg, Leicha A. orcid.org/0000-0003-0579-4244 Journal name Studying teacher education Volume number 11 Issue number 3 Start page 294 End page 311 Total pages 18 Publisher Taylor & Francis Place of publication Abingdon, Eng. Publication date 2015-09-02 ISSN 1742-5964 1742-5972 Keyword(s) teacher education mathematics education design of learning tasks assessment Summary Self-study of variations to task design offers a way of analysing how learning takes place. Over several years, variations were made to improve an assessment task completed by final-year teacher candidates in a primary mathematics teacher education subject. This article describes how alterations to a task informed on-going developments in self-study of one assessment task employed in an online subject. Analysis of my journal, notes from conversations with colleagues, teacher candidates’ work on the task and responses to online forums, and survey data inspired variations focused on better exploration of key concepts involved in the task, raising of focal awareness, developing a stronger professional eye in the students and the author, adaptations for multiple curriculum levels, and explorations of dual teacher–student perspectives. The overall challenge has been to support teacher candidates to learn to design effective open-ended tasks with a critical professional eye. Descriptions of the changes made to the task and the development of my own professional eye as a consequence of the application of self-study are included. Data show that variations to the task increased teacher candidates’ understanding of mathematics problem posing and generated pedagogical insights for task design. Language eng DOI 10.1080/17425964.2015.1065805 Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy 1303 Specialist Studies In Education Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2015, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30079706 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 20 Nov 2015, 11:08:57 EST Fri, 20 Nov 2015, 11:09:29 EST Sat, 21 Nov 2015, 04:00:42 EST Tue, 15 Dec 2015, 05:25:00 EST Thu, 17 Dec 2015, 12:35:59 EST Thu, 21 Jan 2016, 07:48:27 EST Wed, 07 Sep 2016, 10:45:00 EST Fri, 16 Dec 2016, 11:34:44 EST Wed, 11 Jan 2017, 09:58:32 EST Sat, 17 Jun 2017, 02:39:07 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 288 Abstract Views, 4 File Downloads  -  Detailed Statistics Created: Fri, 20 Nov 2015, 11:09:29 EST

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