Exploring teachers' use of, and students' reactions to, challenging mathematics tasks

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    This is the report of an investigation in partnership with a team of junior secondary classroom teachers of the potential of posing more challenging tasks to their students. A range of data sources are used to represent the experience of teachers and students in a unit of work that incorporated a range of challenging tasks. Students learned the intended mathematics and they reacted positively to the challenges. The teachers identified both opportunities and constraints in such teaching, especially those related to changes to their pedagogies and assessment of student work.

    Original languageEnglish
    Pages (from-to)193-213
    Number of pages21
    JournalMathematics Education Research Journal
    Issue number2
    Publication statusPublished - 2014


    • Mathematics pedagogies
    • Mathematics tasks
    • Mathematics teaching

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