Abstract
Following an overview of teaching with challenging tasks, we explore the nexus between using both challenging and consolidating tasks to simultaneously develop conceptual understanding and procedural fluency. In particular, we argue that it is critical that students are provided with parallel opportunities to work on consolidating tasks, in order to connect conceptual understanding to improved strategy efficiency. This discussion makes reference to the Big Ideas in (primary) mathematics (Charles & Carmel, 2005) and provides three examples of challenging and consolidating tasks, each of which support students in grappling with a different ‘Big Idea’.
Original language | English |
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Title of host publication | MAV17 Conference Proceedings |
Subtitle of host publication | 54th Annual Conference - La Trobe University, Bundoora |
Editors | Rebecca Seah, Marj Horne, Jude Ocean, Claudia Orellana |
Place of Publication | Brunswick Vic Australia |
Publisher | The Mathematical Association of Victoria (MAV) |
Pages | 85-91 |
Number of pages | 7 |
ISBN (Print) | 9781876949617 |
Publication status | Published - 2017 |
Event | Mathematical Association of Victoria Annual Conference 2017 - La Trobe University, Melbourne, Australia Duration: 7 Dec 2017 → 8 Dec 2017 Conference number: 54th https://www.mav.vic.edu.au/conference-home.html |
Conference
Conference | Mathematical Association of Victoria Annual Conference 2017 |
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Abbreviated title | MAV17 |
Country/Territory | Australia |
City | Melbourne |
Period | 7/12/17 → 8/12/17 |
Internet address |
Keywords
- Mathematics Education
- Challenging tasks
- Consolidating Tasks
- Mathematical fluency