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dc.contributor.authorDietiker, L.en_US
dc.contributor.authorBrakoniecki, A.en_US
dc.contributor.authorMiller, E. R.en_US
dc.contributor.authorRichman, A. S.en_US
dc.coverage.spatialHamburg, Germanyen_US
dc.date.accessioned2017-11-15T19:18:29Z
dc.date.available2017-11-15T19:18:29Z
dc.date.issued2016-07
dc.identifier.citationL. Dietiker, A. Brakoniecki, E. R. Miller, A. S. Richman. 2016. "Enacted task design: tasks as written in the classroom." 13th International Congress on Mathematical Education. Hamburg, Germany, 2016-07-24 - 2016-07-31
dc.identifier.urihttps://hdl.handle.net/2144/25607
dc.description.abstractThis paper presents and describes the construct of enacted task design, which considers the way tasks are “written” (designed) by teachers. Two enactments by different teachers based on the same written algebra task were analyzed and compared using the math story framework (Dietiker, 2015). Variations in these stories highlight four dimensions of the teacher’s design work.en_US
dc.format.extentp. 1-4en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.subjectMathematical storyen_US
dc.subjectMathematics curriculumen_US
dc.titleEnacted task design: tasks as written in the classroomen_US
dc.typeConference materialsen_US
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: No embargoen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, School of Educationen_US
pubs.publication-statusPublisheden_US
dc.identifier.orcid0000-0002-5331-1334 (Dietiker, L)
dc.identifier.orcid0000-0001-6678-5988 (Brakoniecki, A)


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