Theory and Research on Tasks Revisited
Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science
Bibliographic Data
| ID | 9733680 |
|---|---|
| Authors | Miray Tekkumru-Kisa (0000-0003-0641-7491, Florida State University, Tallahassee, FL, corresponding author), Mary Kay Stein (0000-0002-5801-5999, University of Pittsburgh, Pittsburgh, PA), Walter Doyle (University of Arizona, Tucson, AZ) |
| Year | 2020 |
| Volume | 49 |
| Issue | 8 |
| Pages | 606-617 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x20932480 |
| OpenAlex | W3035082237 |
| Language | EN |
| Citations received | 30 |
| References cited | 54 |
Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. The authors discuss how this construct has been used and expanded in research since then, argue for its applicability to contemporary challenges facing schools and classrooms today, and provide suggestions for future research
Construct (python library · Context (archaeology · Educational research · Epistemology · Management · Mathematics education · Pedagogy · Quality (philosophy · Sociology · Task (project management · Computer Science · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy
Theorizing a teacher developmental progression for establishing a thinking classroom
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
Learn-Modify-Implement-Reflect
Tasks as mediators for advancing strategy flexibility in equation solving
Teaching with challenging tasks in the early years
The Discourse Mapping Tree as a tool for mapping classroom discussions in linear algebra
Demands, tensions, and resources when implementing ambitious mathematics
Assessing instructional quality in science in the era of ambitious reforms
Assessments of students’ gains in conceptual understanding and technical skills after using authentic, online learning modules on hydrology and water resources
Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
Supporting chemistry teachers’ formative assessment with a three-dimensional learning progression
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
Teacher strategies to support student navigation of uncertainty
Navigating student uncertainty for productive struggle
Factors affecting students' learning from a design‐based implementation research project in diverse education systems
Instructional practices in secondary science
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
Asset and deficit discourses of student ideas in science formative assessment co‐design
Exploring science teaching in interaction at the instructional core
Developing deep learning in science classrooms
What is Ambitious (Mathematics) Teaching? Clarifying a Key Concept in Education Research and Practice
The learning of logarithmic functions by 12th-grade students based on modelling tasks
Intersecting Beliefs
Professional competence of mathematics teachers in dealing with tasks in lesson planning
Experimenting with enablers and extenders to support ambitious teaching in mathematics
Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention
Learning to teach for promoting student thinking in science classrooms
Improving Teaching at Scale
Teachers’ subjectivities in responsive instruction
Mathematics Teacher Noticing
Academic Work
Supporting teachers to negotiate uncertainty for science, students, and teaching
Funds of knowledge and discourses and hybrid space
Cognition and Policy Implementation
Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards
The laboratory in science education
Managing uncertainty in scientific argumentation
A Revolution in One Classroom
Professional Noticing of Children's Mathematical Thinking
Informal formative assessment
Those Who Understand
Video as a tool for fostering productive discussions in mathematics professional development
Culturally Relevant Pedagogy 2.0
Learning to See Teaching in New Ways
Building Student Capacity for Mathematical Thinking and Reasoning
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
Funds of knowledge for teaching
Motivating Project-Based Learning
Proposing a core set of instructional practices and tools for teachers of science
Teaching Scientific Practices
Problem Solving as a Basis for Reform in Curriculum and Instruction
Novice Teachers' Attention to Student Thinking
| Unique citing works | 30 |
|---|---|
| Citations per year | 6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 30 |