University of Leicester
Browse

File(s) under permanent embargo

Reason: This item is currently closed access.

How do you describe mathematics tasks?

journal contribution
posted on 2018-05-01, 09:38 authored by Colin Foster, Matthew Inglis
[First paragraph] What do you think of the task in figure 1? Would you use it with learners? How would you describe it? Many different adjectives are used to describe mathematics tasks, such as “rich”, “open”, “inquirybased”, “procedural”, and so on, but what do they mean? Do teachers understand them in broadly similar ways or in a variety of different ways? The English national curriculum suggests that learners should be offered “rich and sophisticated problems” (DfE, 2014, p.3). But what does that mean? In a recent piece of research (Foster & Inglis, 2017), we carried out two studies to investigate how mathematics teachers use adjectives to describe mathematics tasks.

History

Citation

Mathematics Teaching -Derby-, 2018, 260, pp. 18-20

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • VoR (Version of Record)

Published in

Mathematics Teaching -Derby-

Publisher

Association of Teachers of Mathematics

issn

0025-5785

Acceptance date

2018-02-06

Copyright date

2018

Publisher version

https://www.atm.org.uk/Mathematics-Teaching-Journal-Archive

Notes

The file associated with this record is under embargo while permission to archive is sought from the publisher. The full text may be available through the publisher links provided above.

Language

en

Usage metrics

    University of Leicester Publications

    Categories

    No categories selected

    Keywords

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC