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Reconstruction of teachers' professional vision concerning important aspects of classroom interaction
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287793 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1510-1516 (2015)
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A successful form of trade-off in compensatory policy classrooms
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In: ISSN: 1356-336X ; European Physical Education Review ; https://hal.archives-ouvertes.fr/hal-01474392 ; European Physical Education Review, SAGE Publications, 2015, 21 (3), pp.340-361. ⟨10.1177/1356336X15569373⟩ ; http://journals.sagepub.com/doi/full/10.1177/1356336X15569373 (2015)
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Vague language and politeness in whole-class mathematical conversation
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287662 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1354-1360 (2015)
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Teachers' attention to task's potential for encouraging classroom argumentative activity
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289713 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2982-2988 (2015)
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Social creativity and meaning generation in a constructionist environment
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289256 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2340-2346 (2015)
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Mathematics educator transformation(s) by reflecting on students' non-standard reasoning
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289638 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2874-2880 (2015)
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Student assessment in an era of accountability
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287904 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1591-1596 (2015)
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Using variation theory to design tasks to support students' understanding of logarithms
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01286925 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.433-439 (2015)
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The role of mode of representation in students' argument constructions
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01281107 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.213-220 (2015)
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Language and students' conceptions of logic in undergraduate mathematics
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01288648 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2283-2284 (2015)
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Accounting for student perspectives in task design
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In: Task design in mathematics education ; https://hal.archives-ouvertes.fr/hal-01224735 ; Watson, Anne; Ohtani, Minoru. Task design in mathematics education, Springer, pp.115-141, 2015, 978-3-319-09629-2 (2015)
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Abstract:
International audience ; This chapter aims to provide insights into students’ perspectives about the meanings and purposes of mathematical tasks, and to understand how appropriate task design might help minimize any gaps between teacher intentions and student mathematical activity. Throughout the chapter, we explore accounts of how students understand the meaning and purpose of the mathematical activity they undertake, as well as how task design might take account of what we know about these perspectives. For instance, we discuss research that indicates ways in which the perceptions of students may differ from the intentions of teachers and task designers, and attempt to articulate the nature of those differences to raise both theoretical and methodological challenges concerning how an observer can appreciate the student’s point of view. We also discuss ways in which task design that takes account of students’ responses might reduce the discrepancies between the intentions of designers and/or teachers and students’ perceptions of their activity and achievements.
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Keyword:
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]; [SHS.EDU]Humanities and Social Sciences/Education; adidactical situations; didactic contract; emergent task design; mathematics education; mathematics word problems; reflective task design; situation’s bifurcation; students’ perceptions of mathematics tasks; task design; task milieu
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URL: https://hal.archives-ouvertes.fr/hal-01224735
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Editorial: positive news about the future of philosophy of education
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The epistemological beliefs of undergraduates towards Information Science
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Teaching Pronunciation Communicatively to Cape Verdean English Language Learners: Sao Vicente Variety
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In: Master’s Theses and Projects (2015)
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An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment
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In: Master’s Theses and Projects (2015)
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