Toward an Analytical Framework for Contextual Problem-Based Mathematics Instruction

Autor/in	Reinke, Luke T.
Titel	Toward an Analytical Framework for Contextual Problem-Based Mathematics Instruction
Quelle	In: Mathematical Thinking and Learning: An International Journal, 21 (2019) 4, S.265-284 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reinke, Luke T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2019.1576004
Schlagwörter	Problem Based Learning; Mathematics Instruction; Mathematical Models; Mathematics Curriculum; Curriculum Design; Algebra; Mathematics Education; Problem Solving; Secondary School Mathematics; High School Students; Sequential Approach; Mathematics Teachers + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Lehrplangestaltung; Mathematische Bildung; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schrittfolge; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	Scholars propose that contextual problems can be used to ground students' understanding of mathematical ideas, and recent curricular trends have resulted in a plethora of resources that introduce and develop new mathematical ideas through contextual problems (CPs). Given the tension between this approach and the traditional role of CPs as opportunities to apply, rather than develop, mathematical ideas, there is a need for a common language that teachers, curriculum designers, and scholars can use to learn from each other about the types of tasks that are central to contextual problem-based instruction. To fulfill this need, the author proposes an analytical framework, developed through observations of a contextual problem-based algebra unit. After describing the categories in the framework using examples from the written and enacted lessons, the author uses existing theories and empirical observation to describe the significance of each type of activity for the development of understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01