LEADER 04067nam a22005415i 4500
001 809509
003 TR_AnAIT
005 20260131023038
007 cr nn 008mamaa
008 120914s2013 xxu| s |||| 0|eng d
020 |a9781461446811|9978-1-4614-4681-1
024 7 |a10.1007/978-1-4614-4681-1|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/10798
100 1 |aSullivan, Peter.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeaching with Tasks for Effective Mathematics Learning|h[electronic resource] /|cby Peter Sullivan, Doug Clarke, Barbara Clarke.
250 |a1st ed. 2013.
264 1|aNew York, NY :|bSpringer New York :|bImprint: Springer,|c2013.
300 |aXIV, 206 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Teacher Education,|x2543-0017 ;|v9
505 0 |a1. Researching Tasks in Mathematics Classrooms -- 2. Perspectives on Mathematics, Learning and Teaching -- 3. Tasks and Mathematics Learning. 4. Using Purposeful Presentational Tasks -- 5. Using Mathematical Tasks Arising from Contexts -- 6. Using Content-Specific Open-Ended Tasks -- 7. Moving from the Task to the Lesson: Pedagogical Practices and other Issues -- 8. Constructing a Sequencing of Lessons -- 9. Students' Preferences for Different Types of Mathematics Tasks -- 10. Students Perceptions of Characteristics of Desired Mathematics Lessons -- 11. Contrasting Types of Tasks: A Story of Three Lessons. - 12. Conclusions -- 13. A Selection.
520 |aUsing classroom mathematics tasks to support student learning is the topic of this timely volume. Employing research-based data, the authors focus on teacher practice as well as teacher and student learning and knowledge creation to demonstrate the use of mathematics tasks which promote effective student understanding. Unique in the field, the book provides a thorough, comprehensive guide to the nature of tasks for researchers, teacher educators, curriculum designers, administrators and teachers. Chapters on the effective implementation of mathematics tasks in the classroom, distinct pedagogical concepts related to teaching with mathematics tasks, and sample lessons that clearly demonstrate successful uses for mathematics tasks in the classroom are included.  The book is designed to provide a mix of cutting-edge data on task use with concrete examples of successful tasks and implementation tactics.  All of the lesson plans and illustrative examples provided have been extensively evaluated and tested in actual learning situations and feature specific suggestions for combating student difficulties and promoting solution pathways. This is a book that is essential for anyone hoping to understand both the importance of mathematics tasks for enhancing student learning and ways in which mathematics tasks can be applied in the classroom to achieve learning goals and objectives.     .
650 0|aMathematics|xStudy and teaching .
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aTeaching and Teacher Education.
700 1 |aClarke, Doug.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aClarke, Barbara.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781461446804
776 08|iPrinted edition:|z9781461446828
776 08|iPrinted edition:|z9781489995346
830 0|aMathematics Teacher Education,|x2543-0017 ;|v9
856 40|uhttps://doi.org/10.1007/978-1-4614-4681-1
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)