Different possibilities to learn from the same task
2014 (English)In: PNA, ISSN 1886-1350, E-ISSN 1887-3987, Vol. 8, no 4, 139-150 p.Article in journal (Refereed) Published
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.
Division, Learning study, Mathematics, Tasks, Variation theory
IdentifiersURN: urn:nbn:se:hj:diva-24061OAI: oai:DiVA.org:hj-24061DiVA: diva2:723563