caa a22 4500 606188002 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s10857-014-9279-2 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9279-2 Supporting teachers in structuring mathematics lessons involving challenging tasks [Elektronische Daten] [Peter Sullivan, Mike Askew, Jill Cheeseman, Doug Clarke, Angela Mornane, Anne Roche, Nadia Walker] The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers responded to survey items in both Likert and free format style after teaching the ten lessons. The responses of the teacher participants indicate that the lesson structure we proposed was helpful, and the elements of the lessons suggested to teachers were both necessary and sufficient for supporting students in engaging with the challenging tasks. Implications for teacher educators and curriculum developers are offered. Springer Science+Business Media Dordrecht, 2014 Primary mathematics nationallicence Persistence nationallicence Challenging tasks nationallicence Sullivan Peter Faculty of Education, Monash University, Melbourne, Australia aut Askew Mike Faculty of Education, Monash University, Melbourne, Australia aut Cheeseman Jill Faculty of Education, Monash University, Melbourne, Australia aut Clarke Doug Mathematics Teaching and Learning Resource Centre, Australian Catholic University, Brisbane, Australia aut Mornane Angela Faculty of Education, Monash University, Melbourne, Australia aut Roche Anne Mathematics Teaching and Learning Resource Centre, Australian Catholic University, Brisbane, Australia aut Walker Nadia Faculty of Education, Monash University, Melbourne, Australia aut Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 123-140 1386-4416 18:2<123 2015 18 10857 https://doi.org/10.1007/s10857-014-9279-2 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9279-2 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Sullivan Peter Faculty of Education, Monash University, Melbourne, Australia aut NATIONALLICENCE 700 1- Askew Mike Faculty of Education, Monash University, Melbourne, Australia aut NATIONALLICENCE 700 1- Cheeseman Jill Faculty of Education, Monash University, Melbourne, Australia aut NATIONALLICENCE 700 1- Clarke Doug Mathematics Teaching and Learning Resource Centre, Australian Catholic University, Brisbane, Australia aut NATIONALLICENCE 700 1- Mornane Angela Faculty of Education, Monash University, Melbourne, Australia aut NATIONALLICENCE 700 1- Roche Anne Mathematics Teaching and Learning Resource Centre, Australian Catholic University, Brisbane, Australia aut NATIONALLICENCE 700 1- Walker Nadia Faculty of Education, Monash University, Melbourne, Australia aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 123-140 1386-4416 18:2<123 2015 18 10857