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.
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:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|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, HERN|
|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 Oct 2014 17:25|
Repository Staff Only: item control page