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Different possibilities to learn from the same task
University of Gothenbourg.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0001-7556-7974
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2014 (English)In: PNA, ISSN 1886-1350, E-ISSN 1887-3987, Vol. 8, no 4, 139-150 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessonsin the 8thgrade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task wasused in the lessons, the way it was enacted provided different possibilities to learn.

Place, publisher, year, edition, pages
2014. Vol. 8, no 4, 139-150 p.
Keyword [en]
Division, Learning study, Mathematics, Tasks, Variation theory
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-24061OAI: oai:DiVA.org:hj-24061DiVA: diva2:723563
Available from: 2014-06-11 Created: 2014-06-11 Last updated: 2017-12-05Bibliographically approved

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fulltext(619 kB)131 downloads
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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