1 / 8

QUASAR Findings on Task Maintenance

QUASAR Findings on Task Maintenance. Quantitative Understanding Amplifying Student Achievement and Reasoning From University of Pittsburgh’s Institute for Learning 2006. Linking to Research/Literature : The QUASAR Project. The Fate of Tasks Set Up as Doing Mathematics:.

yannis
Download Presentation

QUASAR Findings on Task Maintenance

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. QUASAR Findings on Task Maintenance Quantitative Understanding Amplifying Student Achievement and Reasoning From University of Pittsburgh’s Institute for Learning 2006

  2. Linking to Research/Literature: The QUASAR Project The Fate of Tasks Set Up as Doing Mathematics:

  3. Linking to Research/Literature: The QUASAR Project The Fate of Tasks Set Up as Procedures WITH Connections to Meaning:

  4. Linking to Research/Literature: The QUASAR Project Student Learning Task Set-Up Task Implementation A. High High High B. Low Low Low C. High Low Moderate Stein & Lane, 1996

  5. Linking to Research/Literature: TIMSS 1999 Video Study • Approximately 17% of the problem statements in the U.S. suggested a focus on mathematical connections or relationships. This percentage is within the range of many higher-achieving countries (i.e., Hong Kong, Czech Republic, Australia). • Virtually none of the making-connections problems in the U.S. were discussed in a way that made the mathematical connections or relationships visible for students. Mostly, they turned into opportunities to apply procedures. Or, they became problems in which even less mathematical content was visible (i.e., only the answer was given). TIMSS Video Mathematics Research Group, 2003

  6. Connections to Your Own Practice • What lessons have you learned from these two cases that can be applied to teaching more generally? • Be specific in terms of how you see the “lesson learned” applying to situations beyond what was described in the specific case.

  7. Teaching and Learning on the Diagonal to Support Rigor in Mathematics For students to become literate in mathematics, they need to develop knowledge along two dimensions: Growth in knowledge of core concepts, big ideas and driving questions in mathematics Learning on the Diagonal Content Knowledge Habits of Thinking Growth in ways of knowing and doing mathematics. Development of ways of inquiring, investigating, solving problems, thinking, reading, writing, talking, and learning in a discipline as mathematicians. Adapted from definition of academic literacy, Cheryl Geisler, 1994

  8. Disciplinary Literacy Principles • Students learn core concepts and habits of reasoning, reading, writing, problem-solving, and speaking within disciplines as defined by standards. • 2. Learning activities, curricula, tasks, text, and talk apprentice students within the discipline. • 3. Instruction provides students with models, practice, and coaching in rigorous disciplinary literacy activity. • 4. Intelligence is socialized through community, class learning culture and instructional routines. • 5. Instruction is assessment-driven.

More Related