Scholarlink

<p>In this qualitative inquiry, we explored teachers’ experiences and sensemaking processes with digital mathematical task design (or tool-based math problem posing) in their natural form and context. A purposive sample of math teachers from three schools attended teacher workshops where they designed applied math problems using an architecture game-based learning platform. We conducted interpretive event analysis, thematic analysis, and text data mining with the recorded participation behaviors and conversations, interview responses, and observation notes. The findings suggest that direct experience and participatory design of digital math tasks enable teachers to reason with and about applied math problem-solving and to channel math reasoning to pedagogical reasoning. The activities challenge them to perform distributed sensemaking when solving applied math problems while confronting them with differing conceptions of math problem posing and scaffolding. Participating teachers illustrated an improved awareness and understanding of integrating content and student knowledge in designing problem-oriented math instructional artifacts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teacher Learning with and About Digital Mathematical Task Design

  • 期刊论文

  • 发表日期：

    2025年7月16日

查看全文
  • Fengfeng Ke,
  • Luke West,
  • Chih-Pu Dai,
  • Yanjun Pan,
  • Jiabei Xu

摘要

In this qualitative inquiry, we explored teachers’ experiences and sensemaking processes with digital mathematical task design (or tool-based math problem posing) in their natural form and context. A purposive sample of math teachers from three schools attended teacher workshops where they designed applied math problems using an architecture game-based learning platform. We conducted interpretive event analysis, thematic analysis, and text data mining with the recorded participation behaviors and conversations, interview responses, and observation notes. The findings suggest that direct experience and participatory design of digital math tasks enable teachers to reason with and about applied math problem-solving and to channel math reasoning to pedagogical reasoning. The activities challenge them to perform distributed sensemaking when solving applied math problems while confronting them with differing conceptions of math problem posing and scaffolding. Participating teachers illustrated an improved awareness and understanding of integrating content and student knowledge in designing problem-oriented math instructional artifacts.