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A cross-cultural investigation into how tasks influence seatwork activities in mathematics lessons
ARTICLE

TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex problem-solving segment. In Japan, teachers combined practice of routine procedures in Seatwork with opportunities to prepare material, think about problems, and explore concepts. Findings expand our understanding of how tasks organize learning opportunities and effect how students come to understand mathematics.

Citation

Serrano, A.M. (2012). A cross-cultural investigation into how tasks influence seatwork activities in mathematics lessons. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 806-817. Elsevier Ltd. Retrieved February 20, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.03.001

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