Quasar findings on task maintenance
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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:.

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QUASAR Findings on Task Maintenance

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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

Linking to Research/Literature: The QUASAR Project

The Fate of Tasks Set Up as Doing Mathematics:


Linking to research literature the quasar project1

Linking to Research/Literature: The QUASAR Project

The Fate of Tasks Set Up as Procedures

WITH Connections to Meaning:


Linking to research literature the quasar project2

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


Linking to research literature timss 1999 video study

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


Connections to your own practice

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.


Teaching and learning on the diagonal to support rigor in mathematics

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


Quasar findings on task maintenance

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.


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