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Using three levels in design of effective teacher-education tasks : the case of promoting conflicts with intuitive understandings in probability

Baturo, Annette R., Cooper, Thomas J., Doyle, Katherine M., & Grant, Edlyn J. (2007) Using three levels in design of effective teacher-education tasks : the case of promoting conflicts with intuitive understandings in probability. Journal of Mathematics Teacher Education, 10(4-6), pp. 251-259.

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Abstract

This paper describes a three-level framework (technical, domain, and generic) which enables some generalisability across mathematics topics for effective teacher–education (TE) task design. It argues that TE tasks which encompass these levels increase pre-service and in-service teachers’ interest because they transcend the particular mathematical focus and pedagogical activity within the TE tasks and enable translation to classrooms (technical), enhance the success of student learning (domain), and facilitate transfer to other topics (generic). The paper then uses the levels to analyse an effective probability task (based on circular spinners) which involves cognitive conflict between formal and intuitive probability at all three levels, namely, with regard to facilitating non-random results (technical), differences between probabilistic and deterministic mathematics and area and set models (domain), and non-prototypic exemplars and validation in probability experiments (generic). The paper concludes with reference to the power of effective TE tasks in showing how connectivity of mathematics (e.g., fractions and probability) requires similar connectivity in pedagogy.

Impact and interest:

1 citations in Scopus
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ID Code: 14564
Item Type: Journal Article
Keywords: Cognitive conflict, Cognitive processes, Fractions, Non, prototypic, Pedagogic content knowledge, Probability, Professional development, Subject matter knowledge, Task design, Teacher education, Validation
DOI: 10.1007/s10857-007-9042-z
ISSN: 1573-1820
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Springer
Copyright Statement: The original publication is available at SpringerLink http://www.springerlink.com
Deposited On: 28 Aug 2008
Last Modified: 28 Mar 2013 18:40

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