MATHEMATICAL TASKS TO PROMOTE STUDENT LEARNING


BAYAZIT I., Ubuz B. , Aksoy Y.

33rd Conference of the International-Group-for-the-Psychology-of-Mathematics-Education, Thessaloniki, Greece, 19 - 24 July 2009, vol.2, pp.129-130 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 2
  • City: Thessaloniki
  • Country: Greece
  • Page Numbers: pp.129-130

Abstract

This paper examines teachers' selection and resolution of function problems and relates this to their students' understanding of the concept. Focusing on the way in which tasks are presented and resolved, the paper indicates that the models teachers present to students to obtain solutions may lead to two contrasting outcomes. On one hand the teacher's emphasis may confine the students to a limited way of thinking about the core ideas and contribute towards misconceptions. In contrast, a model that emphasizes connections between the ideas and the representations can encourage a conceptually rich knowledge of function and minimizes the occurrence of misconceptions.