Learning coherent mathematics through sequences of microtasks: making a difference for secondary learners

Watson, Anne and De Geest, Els (2012). Learning coherent mathematics through sequences of microtasks: making a difference for secondary learners. International Journal of Science and Mathematics Education, 10(1) pp. 213–235.

DOI: https://doi.org/10.1007/s10763-011-9290-3

Abstract

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.

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About

• Item ORO ID
• 30785
• Item Type
• Journal Item
• ISSN
• 1573-1774
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Not Set	Not Set	Esmee Fairbairn Foundation [ED 05-1638]

• Keywords
• improving mathematics learning; lesson analysis; low-attaining students; mathematical coherence; scaffolding; tasks
• Academic Unit or School
• Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
  Faculty of Science, Technology, Engineering and Mathematics (STEM)
• Research Group
• Centre for Research in Education and Educational Technology (CREET)
• Copyright Holders
• © 2011 National Science Council, Taiwan
• Depositing User
• Els De Geest