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Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

Artigo2024

Thomas Bardy; Lars Holzäpfel ORCID; Frank Reinhold ORCID; Timo Leuders ORCID

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Resumo

Abstract The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers’ preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting tasks for differentiated teaching? To answer this question, we analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features. The teachers had to select eight tasks about the practice of fractions with respect to their differentiation potential—operationalizing their adaptive teaching competence from a mathematics educational perspective. To analyze the differences, we performed a cluster analysis of the task features that the teachers drew upon. Three groups of teachers could be identified with variations in their focus on directly or indirectly relevant, domain-specific or domain-general task features. Taking into account such variations may explain differences in teaching quality and student outcomes and may be relevant when designing teacher professional development programs.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 56, n. 5, p. 981-996
Editora
Springer Science+Business Media
Ano
2024 (2024-08-28)
Idioma
en
Palavras-chave
task selection; task evaluation; adaptive instruction; differentiated instruction; mathematics teachers; teacher perceptions; task characteristics; fractions; teacher professional development; teaching quality; in-service teachers; high school mathematics; junior high school mathematics
Temas
Formação de Professores de Matemática
DOI
10.1007/s11858-024-01626-3
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BARDY, Thomas et al.. Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality. ZDM, v. 56, n. 5, p. 981-996, 2024. DOI: https://doi.org/10.1007/s11858-024-01626-3.

APA

Bardy, T., Holzäpfel, L., Reinhold, F., & Leuders, T. (2024). Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality. ZDM, 56(5), 981-996. https://doi.org/10.1007/s11858-024-01626-3

BibTeX
@article{bardy2024,
  author = {Bardy, Thomas and Holzäpfel, Lars and Reinhold, Frank and Leuders, Timo},
  title = {Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality},
  year = {2024},
  journal = {ZDM},
  volume = {56},
  number = {5},
  pages = {981-996},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01626-3},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bardy, Thomas
AU  - Holzäpfel, Lars
AU  - Reinhold, Frank
AU  - Leuders, Timo
TI  - Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality
PY  - 2024
JO  - ZDM
VL  - 56
IS  - 5
SP  - 981
EP  - 996
DO  - 10.1007/s11858-024-01626-3
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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