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The same task? - different learning possibilities
University of Gothenburg.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2013 (English)In: Task Design in Mathematics Education. Proceedings of ICMI Study 22 / [ed] Claire Margolinas, 2013, 609-616 p.Conference paper (Refereed)
Abstract [en]

In this chapter we focus on variation of the design and the implementation of a specific task during three mathematics lesson in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator <1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task wasused in the lessons the way it was enacted provided different possibilities to learn.

Place, publisher, year, edition, pages
2013. 609-616 p.
Keyword [en]
Tasks, variation theory, learning study, mathematics, division
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-23012ISBN: 978-2-7466-6554-5 (print)OAI: oai:DiVA.org:hj-23012DiVA: diva2:685424
Conference
ICMI Study 22, Oxford, UK, July 2013
Available from: 2014-01-09 Created: 2014-01-09 Last updated: 2014-01-09Bibliographically approved

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