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FROM TASK TO ACTIVITY:

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by

Ban Heng Choy

on 31 May 2017

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Transcript of FROM TASK TO ACTIVITY:

FROM TASK TO ACTIVITY
Noticing affordances, design, and orchestration
Assistant Prof. Choy Ban Heng
MME
Task or Activity?
Story 1: Exploring graphs
Task is not the same as Activity
The purpose of a task is to initiate activity by learners.
(Mason & Johnston-Wilder, 2006)
Are students engaging in the intended activities when working through the task?
Key Question
Learning Experiences
Challenges (Task to Activity)
Story 2: Geometric proofs
Moral of the story: Thou shalt prepare
Student
Mathematics
Teacher
Design Principles
Orchestrating activity through task
Affordances of typical problems
1. Think about the design of tasks
2. Think about orchestrating activity using task
3. Perceive the affordances of tasks
MAD Principle
Mathematical Principle
Activity Principle
Documentation Principle
Story 3: Finding X
Anticipating
Monitoring
Selecting
Sequencing
Connecting
"listen for" versus "listen to"
"listen with" to participate in sense making
Come and listen with us!
TR715 (2.00 to 2.45 pm)

Portraits of Teacher Noticing during Orchestration of Learning Experiences in the Mathematics Classrooms
Time
Effort
Students' profile
Relevance
Resources
Typical Problems
A
B
C
How can we be supported to notice the affordances of a typical problem? How can we modify a typical problem and turn it into a mathematically worthwhile task?
Find out more!
TR717 (3.00 to 5.00 pm)

Use of typical problems in the Teaching of Mathematics at the Secondary Level

Prof Dindyal Jaguthsing
This presentation refers to data from the research project “Portraits of Teacher Noticing during Orchestration of Learning Experiences in the Mathematics Classrooms” (OER 03/16 CBH), funded by the Office of Educational Research (OER), National Institute of Education (NIE), Nanyang Technological University, Singapore, as part of the NIE Education Research Funding Programme (ERFP). The views expressed in this presentation are the author's and do not necessarily represent the views of NIE.
Acknowledgement
Start here!
Find the cube root of a perfect cube from 1 to 1 million without using a calculator.
No google, please.
No prime factorisation.
Communication
Representation
Notice specific aspects of mathematics and how the task can potentially be used.
Full transcript