Teaching with challenging tasks in the early and middle years of primary school can support the development of student reasoning and unleash critical and creative mathematical thinking. However, using such tasks effectively requires the development of a classroom community characterised by reliance and appropriate risk-taking. In this presentation, Russo will present data from his own research describing teacher and student reactions to challenging tasks across two terms of work in Years 1 and 2. Key anticipated audience outcomes from the presentation include:
- workshopping several challenging tasks, which F-4 teachers can use with their own students;
- learning that there is more than one way of effectively structuring lessons involving challenging tasks;
- understanding that enabling and extending prompts should be designed with the primary learning objective of the lesson in mind;
- appreciating that lessons involving challenging tasks can be emotionally and intellectually demanding for teachers and students alike, and that classroom management challenges should be anticipated when such tasks are first incorporated into mathematics instruction.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|A-5||06/12/2018||09:00 am||10:00 am||La Trobe University||
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