Using Variation to Critique and Adapt Mathematical Tasks

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dc.contributor.authorMetz, Martina
dc.contributor.authorPreciado Babb, Armando Paulino
dc.contributor.authorSabbaghan, Soroush
dc.contributor.authorDavis, Brent
dc.contributor.authorAshebir, Alemu
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:47:32Z
dc.date.available2017-06-28T22:47:32Z
dc.date.issued2017-05
dc.description.abstractWe 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.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5345
dc.identifier.urihttp://hdl.handle.net/1880/52124
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectVariation Theory of Learningen_US
dc.subjectcontinuous assessmenten_US
dc.subjectmastery learningen_US
dc.titleUsing Variation to Critique and Adapt Mathematical Tasksen_US
dc.typeunknown
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