Analyzing and selecting tasks for mathematics teaching: a heuristic
In planning units and lessons every day, teachers face the problem of designing a sequence of activities to promote learning. In particular, they are expected to foster the development of learning goals in their students. Based on the idea of learning path of a task, we describe a heuristic procedur...
- Autores:
-
Gómez, Pedro
González, María José
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2009
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/31955
- Acceso en línea:
- http://hdl.handle.net/1992/31955
http://funes.uniandes.edu.co/429/
- Palabra clave:
- Planificación del profesor
Cognición
Tarea
Análisis didáctico
Objetivos
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | In planning units and lessons every day, teachers face the problem of designing a sequence of activities to promote learning. In particular, they are expected to foster the development of learning goals in their students. Based on the idea of learning path of a task, we describe a heuristic procedure to enable teachers to characterize a learning goal in terms of its cognitive requirements and to analyze and select tasks based on this characterization. We then present an example of how a group of future teachers used this heuristic in a preservice teachers training course and discuss its contributions and constraints. |
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