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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.

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Title Studying mathematics teacher education: analysing the process of task variation on learning
Author(s) Bragg, Leicha A.ORCID iD for 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
Collection: School of Education
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Created: Fri, 20 Nov 2015, 11:09:29 EST

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