INTRODUCTION TO MODULE 3
Students’ mathematics learning require that they work in an autonomous way in challenging tasks. Such autonomous work may be carried out either in pairs, in small groups, or individually. The point is that they should carry out an activity in which they have to make sense of what the aim is, design a strategy to achieve it, and carry out this strategy. Students need to be highly involved to make progress in solving the task, so it is necessary that they feel challenged by the task, they understand it, and they have or can design the tools to solve it. Students’ struggle properly supported by the teacher is an essential condition for deep mathematics learning to take place. The cases of practice that we present address different aspects of the activity of the teacher as students work on the proposed tasks in an autonomous way.
Symbols used throughout the course materials
Course Curriculum
| INTRODUCTION | |||
| STUDENTS WORKING IN AN AUTONOMOUS WAY | Unlimited | ||
| CASE OF PRACTICE 1 | |||
| MT3 – C1 – Anticipating and Attending to Students’ Ideas | Unlimited | ||
| MT3 – C1 – Opening Activity – Students’ Autonomous Work: Sharing Experiences | Unlimited | ||
| MT3 – C1 – Activity 1 – Anticipating Students’ Strategies and Difficulties | Unlimited | ||
| MT3 – C1 – Activity 2 – Supporting Students’ Autonomous Work | Unlimited | ||
| MT3 – C1 – Activity 3 – Promoting Students’ Interactions Among Themselves | 27 years, 9 months | ||
| MT3 – C1 – Connections to (my) Practice | Unlimited | ||
| MT3 – C1- Closing Activity | Unlimited | ||
| CASE OF PRACTICE 2 | |||
| MT3 – C2 – Supporting Students in Solving Tasks | Unlimited | ||
| MT3 – C2 – Open activity – I tell, you tell, we discuss: Sharing experiences | Unlimited | ||
| MT3 – C2 – Activity 1 – Supporting the Development of a Solving Strategy | Unlimited | ||
| MT3 – C2 – Activity 2 – Asking for Explanations | Unlimited | ||
| MT3 – C2 – Activity 3 – Teacher’s Questioning | Unlimited | ||
| MT3 – C2 – Connections to (my) Practice | Unlimited | ||
| MT3 – C2- Closing activity — Summing it up | Unlimited | ||
| CASE OF PRACTICE 3 | |||
| MT3 – C3 – Balancing Mathematical Challenge and Differentiation | Unlimited | ||
| MT3 – C3 – Open activity – I tell, you tell, we discuss: Sharing experiences | Unlimited | ||
| MT3 – C3 – Activity 1 – Adjusting the Cognitive Level of a Task | Unlimited | ||
| MT3 – C3 – Activity 2 – Enablers and Extenders | Unlimited | ||
| MT3 – C3 – Activity 3 – Engaging All Students in Challenging Tasks | Unlimited | ||
| MT3 – C3 – Connections to (my) Practice | Unlimited | ||
| MT3 – C3 – Closing Activity | Unlimited | ||
| EXTRA MATERIALS | |||
| EVIDENCE OF SUCCESS | Unlimited | ||
| BRINGING IT ALL TOGETHER | Unlimited | ||
| SUPPLEMENTARY MATERIAL | Unlimited | ||
| APPENDIX | |||
| Comparing Class and Grade Levels across Countries | Unlimited | ||
| ASSESMENT QUESTIONS | |||
| Final Assignment Questions – Module 3 | Unlimited | ||
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