Measuring Task Posing Cycles: Mathematical Letter Writing Between Preservice Teachers and Algebra Students

dc.creator	Anderson Norton
dc.creator	Zachary Rutledge
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:28:45Z
dc.date.available	2015-08-12T11:28:45Z
dc.identifier	1062-9017
dc.identifier	https://doaj.org/article/84107b2e6feb45be9449b23eb1089881
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30717
dc.description	In a secondary school mathematics teaching methods course, a research team engaged 22 preservice secondary teachers (PSTs) in designing and posing tasks to algebra students through weekly letter writing. The goal of the tasks was for PSTs to elicit responses that would indicate student engagement in the mathematical processes described by NCTM (2000) and Bloom’s taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956), as well as student engagement in the highest levels of cognitive activity described by Stein, Smith, Henningsen, and Silver (2000). This paper describes our efforts to design reliable measures that assess student engagement in those processes as a product of the evolving relationship within letter-writing pairs. Results indicate that some processes are easier to elicit and assess than others, but that the letter-writing pairs demonstrated significant growth in terms of elicited processes. Although it is impossible to disentangle student factors from teacher factors that contributed to that growth, we find value in the authenticity of assessing PSTs’ tasks in terms of student engagement rather than student-independent task analysis.
dc.publisher	University of Georgia
dc.relation	http://math.coe.uga.edu/TME/Issues/v19n2/v19n2_Norton%20&%20Rutledge.pdf
dc.relation	https://doaj.org/toc/1062-9017
dc.source	Mathematics Educator, Vol 19, Iss 2, Pp 32-45 (2009)
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Science
dc.subject	Q
dc.subject	Mathematics
dc.subject	QA1-939
dc.title	Measuring Task Posing Cycles: Mathematical Letter Writing Between Preservice Teachers and Algebra Students
dc.type	article