Abstract
As part of a research and professional development project that focused on the opportunities and constraints provided by different kinds of mathematical tasks, a group of 67 primary and 40 secondary practising teachers of mathematics were asked to complete a survey focusing on their use of tasks. In this article, we discuss responses to one particular item which sought teachers’ ideas on taking a fraction comparison task (which is larger: 2/3 or 201/301?) and converting it into a mathematics lesson in the middle years of schooling. Drawing upon a number of components of ‘mathematical knowledge for teaching’ as a framework, we attempt to examine those aspects of mathematical knowledge which are involved in making such a conversion. Our recommendation following this analysis is that greater emphasis is necessary in professional development settings on taking a potentially useful task and converting it into a worthwhile mathematics learning experience for students. Knowing the relevant mathematics also seems necessary even if not sufficient to make this conversion.
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Sullivan, P., Clarke, D. & Clarke, B. Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Math Ed Res J 21, 85–105 (2009). https://doi.org/10.1007/BF03217539
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DOI: https://doi.org/10.1007/BF03217539