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Designing mathematical thinking tasks

Breen, Sinéad and O'Shea, Ann orcid logoORCID: 0000-0001-8504-2290 (2018) Designing mathematical thinking tasks. PRIMUS, 29 (1). pp. 9-20. ISSN 1051-1970

Abstract
Research has shown that the types of tasks assigned to students affect their learning. Various authors have described desirable features of mathematical tasks or of the activity they initiate. Others have suggested task taxonomies that might be used in classifying mathematical tasks. Drawing on this literature we propose a set of task types that are deemed appropriate for undergraduate students and which foster mathematical habits of mind. These are: generating examples; analyzing reasoning; evaluating mathematical statements; conjecturing and/or generalizing; visualizing; and using de�finitions. We give rationales for our choices and examples of each type of task suitable for use in an introductory calculus course.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:task design; mathematical habits of mind; calculus; homework
Subjects:Social Sciences > Education
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Mathematical Sciences
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/10511970.2017.1396567
Copyright Information:© 2018 Taylor & Francis
Funders:National Academy for Integration of Research, Teaching and Learning
ID Code:29018
Deposited On:14 Sep 2023 11:25 by Sinead Breen . Last Modified 14 Sep 2023 11:27
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