Title:

Selecting and Implementing Rich Mathematics Tasks in the Middle School

Issue Date: Nov-2014
Abstract (summary): This collective case study of two middle school mathematics teachers examines how teachers select and implement rich mathematics tasks. The research revealed that these two teachers tend to select rich mathematics tasks from a variety of sources that meet individual needs, conform to assessments and align to characteristics of rich mathematics tasks. These two teachers perceive rich mathematics task to be open-ended, cross-curricular, student-centered, to have multiple steps, to encourage a variety of solutions and solution strategies and to support high-levels of cognitive thinking processes. Factors identified to support rich mathematics task implementation include connecting procedures with mathematical concepts, modeling student-made solutions, enforcing scaffolding strategies and pressing for justification. Factors identified to inhibit rich mathematics task implementation include teachers overlooking opportunities to press for conceptual understanding, student behavior issues, appropriateness of the task, teachers comfort with mathematics and time.
Content Type: Thesis

Permanent link

https://hdl.handle.net/1807/67934

Items in TSpace are protected by copyright, with all rights reserved, unless otherwise indicated.