Choosing tasks to match the content you are wanting to teach

Peter Arnold Sullivan, David Clarke, Douglas McLean Clarke

    Research output: Contribution to journalArticleOtherpeer-review


    At some stage in the planning process, teachers develop or select tasks which prompt the type of activity that can offer students experiences that can help them learn the intended content. This article presents results from an item on a survey that invited teachers to match particular content descriptions with selected tasks. While many teachers matched the tasks with the content descriptions that we anticipated they would, there were also many teachers who chose descriptions that we consider do not match the tasks. It is suggested that teachers should discuss within their planning teams the purpose and potential of particular tasks, and that such discussions also form part of teacher professional learning. It is recommended that the notion of matching tasks to the curriculum is incorporated into teacher learning sessions.
    Original languageEnglish
    Pages (from-to)24 - 27
    Number of pages4
    JournalAustralian Primary Mathematics Classroom
    Issue number3
    Publication statusPublished - 2012

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