Using Novel Tasks in Teaching Mathematics: Three Tensions Affecting the Work of the Teacher

By Patricio G. Herbst. 2003

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c11f6b6d2f68e47073bd189441ffa9be1025c911

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In Developmental and Educational Psychology

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Citations in the corpus

Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching (2010, unknown): “1 See for example, Chazan (2000), Herbst (2003) , Cobb & McClain (2002), Ball (1993), Heaton”
Interactions with Diagrams and the Making of Reasoned Conjectures in Geometry (2004, background): “The following example illustrates an empirical mode of interaction (the instructional experiment from which this episode was drawn is reported in Herbst 2003a).”
Teaching Geometry With Problems: Negotiating Instructional Situations and Mathematical Tasks (2006, methodology): “The first consisted of an analysis a priori (Comiti, Grenier, & Margolinas, 1995; Herbst, 2002a, 2003) of the task that could develop around the problem chosen.”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, unknown): “Novel tasks might require the teacher and students to negotiate explicitly how their class contract applies to those tasks (i.e., what it is that people need to do to teach and learn the knowledge at stake in that particular task; see Herbst, 2003).”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, background): “As learning trajectories in curricula are always hypothetical learning trajectories (Simon, 1995) that must be realized in each classroom, so too is a curriculum a hypothetical path to teaching and learning that is sensitive to local contexts and interpretations (Herbst, 2003).”
Research on Practical Rationality: Studying the justification of actions in mathematics teaching (2011, background): “to know with (see Herbst, 2005) but also to investigate what kinds of disruptions of the work of teaching those tasks would cause (Herbst, 2003) and what sorts of”
Proving and Doing Proofs in High School Geometry Classes: What Is It That Is Going On for Students? (2006, background): “As scholars of mathematics teaching have forcefully argued (Ball, 1993; Chazan, 2000; Chazan & Ball, 1999; Herbst, 2003; Lampert, 1985, 2001) these phenomena are symptomatic of the functioning of mathematics instruction—a system too complex to account its shortcomings to the personal qualities of it”
Introduction: Conceptual Overview of Lesson Study (2011, background): “These events cannot be understood by independent analysis of each separate part (Davis and Summitt 2003; Herbst 2003 ).”
Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “Researchers have subsequently identified uncertainty in learning tasks elicited from unfamiliarity (Doyle & Carter, 1984; Radinsky, 2008), novelty (Herbst, 2003), and complexity (Blumenfeld, Mergendoller, & Swarthout, 1987).”
Novice Teachers' Attention to Student Thinking (2009, background): “…reform priorities, standards and assessments, local professional communities and their tools, and institutionalized norms of student and teacher relationships (Coburn, 2004; Cohen, 1990; Herbst, 2003; Jenkins, 2000; McLaughlin & Talbert, 2001; Rop, 2002; Settlage & Meadows, 2002; Siskin, 1990).”