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Göteborgs universitets publikationer

The Lemon Squash Task

Författare och institution:
Anna L.V. Lundberg (Institutionen för didaktik och pedagogisk profession & Linnécentret for forskning om lärande (LinCS)); Cecilia Kilhamn (Institutionen för didaktik och pedagogisk profession & Linnécentret for forskning om lärande (LinCS))
Publicerad i:
Watson, A. Ohtani, M. Ainley, J. Bolite Frant, J. Doorman, M. Kieran, C. Leung, A. Margolinas, C. Sullivan, P. Thompson, D. R. Yang, Y.. (Eds.). (2013). Task Design in Mathematics Education. Proceedings of ICMI Study 22. Oxford., 1 s. 359-368
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
The Lemon Squash Task affords many learning opportunities in connection with algebra and proportionality. In this paper, we show that although opportunities are embedded in the task, they do not necessarily surface when the task is treated in a classroom setting. Depending on the context in which a task is placed and the knowledge and intentions of the teacher, the task may contribute to very different kinds of learning. Modeling real world situations often has its limitations and can, as in this case, make the problem unsolvable unless it is accepted as a ‘textbook task’ disguised as real but adjusted to the norms of school mathematics.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Matematik ->
Annan matematik
Utbildningsvetenskap ->
Didaktik ->
Subject didactics
textbooks, tasks, mathematics, proportionality, algebra
Postens nummer:
Posten skapad:
2013-08-06 15:44
Posten ändrad:
2013-09-16 11:46

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