- Title
- Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task
- Creator
- Graven, Mellony, Coles, Alf
- Date
- 2017
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/69673
- Identifier
- vital:29564
- Identifier
- https://DOI: 10.1007/s11858-017-0863-7
- Description
- This article offers reflections on task design in the context of a Grade R (reception year) in-service numeracy project in South Africa. The research explores under what conditions, and for what learning purpose, a task designed by someone else may be recast and how varying given task specifications may support or inhibit learning, as a result of that recasting. This question is situated within a two-pronged task design challenge as to emerging gaps between the task designer’s intentions and teacher’s actions and secondly between the teachers’ intentions and students’ actions. Through analysing two teachers and their respective Grade R students’ interpretations of a worksheet task, provided to teachers in the project, we illuminate the way explicit constraints, in the form of task specifications, can be both enabling and constraining of learning. In so doing we recast this ‘double gap’ as enabling productive learning spaces for teacher educators, teachers and students.
- Format
- 12 pages, pdf
- Language
- English
- Relation
- ZDM Mathematics Education, Graven, M. and Coles, A., 2017. Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task. ZDM, 49(6), pp.881-893., ZDM Mathematics Education volume 49 number 6 881 893 May 2017 1863-9704
- Rights
- Graven, Mellony
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use statement (https://link.springer.com/termsandconditions)
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Collections
Graven, Mellony (Prof)
RU DST/NRF SARChI for South African Numeracy
RU Department of Education
SDG 04. Quality Education
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