Mathematical+Tasks

=Mathematical Tasks=

Mathematical tasks are broadly defined in the mathematical literature today. Through this syllabus, tasks refer to any mathematical learning opportunity. I view mathematical tasks in different light. Smith & Stein (1998) mention that there are high and low level tasks. High level tasks often establish context and are approachable from different starting points. The purposes of these types of tasks is to help students to engage in thinking about mathematics (and hopefully doing mathematics) instead of simply just routinely memorizing and computing. I do not believe that there is no place for low-level tasks, as the material can be reinforced through low-level activities. I believe the focus of mathematical class time should be used to develop mathematical ideas (which includes using high level tasks supplemented with activities that allow the student to understand the mathematical concepts more). The purposes of the tasks in TE 801 are to help show the students the benefits that can come from using high level tasks. They see so often in their field placement mathematics lessons that are structured in what has become known as traditional math lessons (lessons where the teacher demonstrates, the students repeat using a worksheet). This is still a valid form of pedagogy but not the only form of pedagogy. By providing time for the students to see high-level tasks in TE 801, hopefully the students will feel more comfortable trying high-level tasks in their classrooms.

Resources: Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. //Mathematics Teaching in the Middle School//, 3(5), 344-350. [|Smith&Stein_Selecting&CreatingTasks.PDF]

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2009). //Elementary and middle school mathematics: Teaching developmently// (7th ed.). Boston: Pearson Education, Inc. [|vandewalle_3Part Lesson.pdf]