Abstract
The article presents a study which examines the role of academic tasks in improving student learning in mathematics education. It explores a structured task design process in assessing mathematical ability and achievement in students and proposes design considerations including mathematical content decision, context choice, and task sequence on an activity. It demonstrates how these considerations influence academic activity design and compares the actual student work while solving an activity.
| Original language | English GB |
|---|---|
| Pages (from-to) | 32-49 |
| Number of pages | 18 |
| Journal | Investigations in Mathematics Learning |
| Volume | 4 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1 May 2012 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Cognitive ability
- Mathematical ability
- Mathematics education
- Outcome-based education
- Self-efficacy in students
- Student activities
- Task performance
Fingerprint
Dive into the research topics of 'Five Considerations in Task Design – The Case of Improving Grades'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver