Toward a Theoretical Framework for Task Design in Mathematics Education

Autor/in	Radmehr, Farzad
Titel	Toward a Theoretical Framework for Task Design in Mathematics Education
Quelle	In: Journal on Mathematics Education, 14 (2023) 2, S.189-204 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Radmehr, Farzad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Guidelines; Instructional Design; Ethnography; Teaching Methods; Mathematics Instruction; Mathematics Education; Learning Processes; Inclusion; Cognitive Ability; Social Influences; Affective Behavior; Educational Research; Task Analysis; Culturally Relevant Education; Prior Learning; Thinking Skills; Mathematics Teachers; Cognitive Processes; Inquiry + Suchen Sie Ihr Suchwort? Richtlinien; Lesson concept; Lessonplan; Unterrichtsentwurf; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Learning process; Lernprozess; Inklusion; Denkfähigkeit; Sozialer Einfluss; Affective disturbance; Active behaviour; Affektive Störung; Bildungsforschung; Pädagogische Forschung; Aufgabenanalyse; Vorkenntnisse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess
Abstract	Task design is an important element of effective mathematics teaching and learning. Past research in mathematics education has investigated task design in mathematics education from different perspectives (e.g., cognitive and cultural) and offered a number of (theoretical) frameworks and sets of principles. In this study, through a narrative research in the form of autoethnography, I reflected on my past teaching and research experience and proposed a (theoretical) framework for task design in mathematics education. It contains four main principles: (a) inclusion, (b) cognitive demand, (c) affective and social aspects of learning mathematics, and (d) theoretical perspective(s) toward learning mathematics. This framework could be used as a tool for critically reflecting on current practices in terms of task design in teaching mathematics and research in mathematics education. It may also contribute to ongoing research in mathematics education about task design and enable or enhance opportunities for dialogue between lecturers, teachers, and researchers about how to design rich mathematical tasks for teaching and research purposes. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01