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Tasks and Classroom Communication in Mathematics
Linnaeus University, Faculty of Technology, Department of Mathematics.
2016 (English)In: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece. / [ed] Gregory T. Papanikos, Athens Institute for Education and Research (ATINER), 2016, 117-117 p.Conference paper, Abstract (Other academic)
Abstract [en]

In this article, the focus is on task construction and the importance of this process to develop and promote classroom communication in mathematics. The students’ tests, examination of students’ mathematical work, the teachers’ lesson plans, and reports of the lessons’ instructions are the basic data for this article. The analysis indicated that teachers develop their professional decision-makers through developing the ability to construct relevant tasks for identifying the critical aspects in students’ learning. The findings suggest that construction of tasks can be a productive basis in helping teachers to make fundamental changes in their understanding of what they should focus on in a teaching situation to improve mathematical communication. In this process, the teachers integrate, in a natural way, the research results from mathematics education.

Place, publisher, year, edition, pages
Athens Institute for Education and Research (ATINER), 2016. 117-117 p.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-56713ISBN: 978-960-598-048-1 (print)OAI: oai:DiVA.org:lnu-56713DiVA: diva2:974181
Conference
Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece.
Available from: 2016-09-25 Created: 2016-09-25 Last updated: 2016-11-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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  • Other locale
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