PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ‘CONTEXTUALISED’ TASKS

Author:

Beswick Kim

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference40 articles.

1. Ainley, J., Pratt, D. & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23–38.

2. Anderson, A. (1994). Mathematics in context: Measurement, packaging and caring for our environment. School Science and Mathematics, 94(3), 146–150.

3. Australian Academy of Science (2006). Mathematics and statistics: Critical skills for Australia’s future: The national strategic review of mathematical sciences research in Australia. Melbourne, Australia: Australian Academy of Science.

4. Beswick, K. (2009). School mathematics and mathematicians’ mathematics: Teachers’ beliefs about the nature of mathematics. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd annual conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 153–160). Thessaloniki, Greece: IGPME.

5. Boaler, J. (1993a). The role of contexts in the mathematics classroom: Do they make mathematics more real? For the Learning of Mathematics, 13(2), 12–17.

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