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Title: Mathematical investigations : the impact of students’ enacted activity on design, development, evaluation and implementation
Authors: Calleja, James
Keywords: Active learning
Reflective teaching
Students -- Malta
Mathematics -- Study and teaching -- Malta
Postsecondary education -- Malta
Schoolgirls -- Malta
Education, Secondary -- Malta
Issue Date: 2013-07
Citation: Calleja, J. (2013, July). Mathematical investigations: the impact of students’ enacted activity on design, development, evaluation and implementation. ICMI Study 22: Task Design, UK. 163-172.
Abstract: This paper is based on a year-long action research study that I conducted in a Form Four mathematics class in a girls’ state secondary school in Malta. The focus is on presenting the framework that was used to plan, develop, design, classify, implement and evaluate investigative tasks. This framework hence provides principles and guidelines on examining the differentiation between the tasks as designed and foreseen by the teacher and the actual instructional activities as undertaken by the students. For the teacher-researcher, students’ perspectives become crucial within the developmental cyclic process of designing, modifying, implementing and evaluating tasks. The study reported in this paper shows that when students’ contributions (students’ classroom experiences, responses and understandings) are valued, the teacher-researcher gains more informed knowledge and improved understanding about the design and implementation of investigative tasks.
ISBN: 9782746665545
Appears in Collections:Scholarly Works - FacEduLLI

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