engleski

Developing the task progressions framework

The authors present a framework for use by: (1) teachers as they select, (re-)design, modify, or create mathematical tasks for a lesson, including out-of-class assignments, or a sequence of lessons ; and (2) researchers to analyze the quality, diversity, and complexity of tasks in a lesson or sequence of lessons. The Task Progressions Framework integrates components of existing task analysis frameworks, notions of ‘rich’ tasks, task formats, differentiated instruction, and learning progressions to develop a guide for use in assembling or analyzing a set of tasks that help students develop particular mathematical ideas (concepts and procedures) and particular mathematical habits of mind.

Task analysis ; lesson planning ; learning progressions

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