Overview
- Authors:
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Peter Sullivan
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Fac. Education, Monash University, Clayton, Australia
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Doug Clarke
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, School of Education, Australian Catholic University, Fitzroy MDC, Australia
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Barbara Clarke
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, Peninsula Campus, Monash University, Frankston, Australia
- Provides a guide to the effective classroom use of tasks through elaborating appropriate pedagogies
- Illustrates effective use of tasks by providing examples of lessons that have been trialled, observed and analysed
- Uniquely presents student responses to tasks and lessons mathematical pedagogy?
- Includes supplementary material: sn.pub/extras
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Table of contents (13 chapters)
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 1-5
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 7-12
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 13-21
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 23-37
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 39-56
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 57-70
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 71-83
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 85-98
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 99-109
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 111-120
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 121-134
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 135-143
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- Peter Sullivan, Doug Clarke, Barbara Clarke
Pages 145-193
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Back Matter
Pages 195-206
About this book
This book is about how teachers can use classroom mathematics tasks to support
student learning, and presents data on the ways in which teachers used those
tasks in a particular research project. It is the product of research findings
focusing on teacher practice, teacher learning and knowledge, and student
learning. It demonstrates how teachers can use mathematics tasks to promote
effective student learning.
Reviews
From the reviews:
“In this book, Sullivan, Clarke and Clarke make an important contribution to the growing literature on mathematics tasks as they outline the findings from their three-year project Task Types in Mathematics Learning … . This book underlines the value of research-designed and collaboratively-developed mathematics tasks. … this book will be very widely read, and that the tasks found here, and others like them, will be able to benefit many more students of mathematics.” (Colin Foster, Research in Mathematics Education, Vol. 15 (3), 2013)
“The authors discuss a wide variety of classroom mathematical tasks that may enhance the learning of mathematics for students and also make the teaching of mathematics more enjovable. This book also provides some student feedback to certain tasks. The authors study in depth how teachers act when using tasks.” (Fiacre O’Cairbre, zbMATH, Vol. 1268, 2013)
Authors and Affiliations
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Fac. Education, Monash University, Clayton, Australia
Peter Sullivan
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, School of Education, Australian Catholic University, Fitzroy MDC, Australia
Doug Clarke
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, Peninsula Campus, Monash University, Frankston, Australia
Barbara Clarke
About the authors
Peter Sullivan is Professor of Science, Mathematics and Technology at Monash University. His main professional achievements are in the field of research. His recent research includes four Australian Research Council grants funded projects: He is an author of the popular teacher resource Open-ended maths activities: Using good questions to enhance learning that is published in the US as Good questions for math teaching. Doug Clarke is a Professor of Mathematics Education at the Australian Catholic University (Victoria), where he directs the Mathematics Teaching and Learning Research Centre. In recent years, Doug has worked on four Australian Research Council grants, focusing on integrating mathematics and science, the role of tasks in mathematics learning, encouraging student persistence while working on challenging tasks, and providing appropriate support for teachers implementing national curricula, respectively. Doug’s professional interests include young children’s mathematical learning, using mathematics to explore current events and students' interests, the role of task-based assessment interviews with students, problem solving and investigations, manageable and meaningful assessment, and the professional growth of mathematics teachers. Barbara Clarke is an Associate Professor in Mathematics Education at Monash University (Peninsula Campus) where she teachers primary pre-service teachers. Barbara has considerable experience in conducting and supporting research, and directing or supervising major research projects and contracts. The major focus of her writing and research has been concerned with mathematics teachers, their practice, and their professional development.
