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Download full textSullivan, Peter; Walker, Nadia; Borcek, Chris; Rennie, Mick – Mathematics Education Research Group of Australasia, 2015
While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks…
Descriptors: Problem Solving, Mathematics Instruction, Mathematics Skills, Student Reaction
Peer reviewed
Direct linkEly, Robert E.; Cohen, Jessica Strowbridge – Mathematics Teaching in the Middle School, 2010
It is important to use rich problem-solving tasks to develop students' understanding of important mathematical ideas (NCTM 2000). Rich tasks are complex, nonalgorithmic, and nonroutine, requiring reasoning, problem solving, and communication of thinking. Evidence has shown that using rich tasks in student-centered classrooms is especially…
Descriptors: Feedback (Response), Probability, Discussion (Teaching Technique), Problem Solving
Winter, Phoebe C.; Kopriva, Rebecca J.; Chen, Chen-Su; Emick, Jessica E. – Learning and Individual Differences, 2006
A cognitive lab technique (n=156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of "access"--an interaction between specific construct-irrelevant item features and individual…
Descriptors: Individual Characteristics, Second Language Learning, Grade 5, Grade 3
