By Emily Coddington
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Additional resources for A brief account of the historical development of pseudospherical surfaces from 1827 to 1887 ...
While these extensions were somewhat successful in accomplishing these goals, we recognized the need to create additional adaptations that focused on some specific issues that arose in early piloting of these materials. In the following sections we discuss some of those issues, and the additional types of tasks that were developed over time in order to address them. 4 Broadening Our Thinking About Starters One of the overarching goals of using starter problems was to focus students’ attention on the multiple interpretations that could be made of the operations, and to learn to utilize these interpretations to reason about computation.
And our own personal development. The tasks that we present here – Task A and Task B – are two of the tasks that we use in our mathematics methods course. Depending on the specialty, we include four or five tasks in an academic year. 1 Designing Task A We start our work as teacher educators choosing the intersection rows/columns with which we want to work, as we can see in the following table (Table 2). Table 2 Planning Task A using systems of mathematics teachers’ activity and some mathematical practices Systems of mathematics teachers’ activity To organize the mathematical content for teaching To manage of mathematical contents and discourse in the classroom To analyze and interpret what student teachers think/know Mathematical practices Defining Justifying Modelling Symbolizing Others – – * * – – – – – – – – – – – In this case, we have situated in the intersection of the Organization of the mathematical content for teaching as a teachers’ system of activity and Modelling and Symbolizing as mathematical practices (identified with an asterisk in the Table 2).
Journal for Research in Mathematics Education, 25, 472–494. TERC. (1998). Investigations in number, data and space. Menlo Park, CA: Dale Seymour. Tasks for Primary Student Teachers: A Task of Mathematics Teacher Educators Victoria S´anchez and Mercedes Garc´ıa This chapter is concerned with the tasks that mathematics teachers’ educators pose in their classrooms. From our point of view, we cannot present these tasks without making explicit the theoretical perspective that underlies our decisions.
A brief account of the historical development of pseudospherical surfaces from 1827 to 1887 ... by Emily Coddington