Using Variation to Critique and Adapt Mathematical Tasks

Metz, Martina; Preciado Babb, Armando Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu

Using Variation to Critique and Adapt Mathematical Tasks

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Using Variation to Critique and Adapt Mathematical Tasks.pdf (141.03 KB)

Date

2017-05

Authors

Metz, Martina

Preciado Babb, Armando Paulino

Sabbaghan, Soroush

Davis, Brent

Ashebir, Alemu

Publisher

University of Calgary

Abstract

We report on four key ideas we have found important in our work with teachers based on almost five years of research with the Math Minds Initiative. These ideas combine the Variation Theory of Learning with a strong focus on continuous assessment to inform the way teachers adapt task sequences offered in the resource used by project teachers. In doing so, we expect that teachers aim to better serve both struggling students and those who need extension as they develop coherent mathematical knowing. We elaborate on each one of these ideas, with examples from the Initiative in this paper.

Keywords

Variation Theory of Learning, continuous assessment, mastery learning

URI

http://hdl.handle.net/1880/52124

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