Revising a programming task in geometry through the lens of design-based implementation research

Raimundo Elicer*, Andreas Lindenskov Tamborg, Uffe Thomas Jankvist

*Corresponding author af dette arbejde

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

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Abstract

The paper addresses the role of educational task design in implementation research. Its point of departure is the first revision of a task developed for 4th grade in collaboration with a Danish school teacher. The authors informed the task from a hypothetical learning trajectory that requires students to draw on their knowledge both of mathematics and programming and computational thinking. From a task-design standpoint, the teacher's experience proves necessary to adapt the task to local reality. The collaborative process illustrates broader implementation issues, such as problems and roles of different stakeholders, innovation adaptation and capacity building. The lessons are consistent with the emergence of design-based implementation research as a more comprehensive model.
OriginalsprogEngelsk
TitelProceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12),
RedaktørerJeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti
Antal sider8
ForlagERME and Free University of Bozen-Bolzano
Publikationsdato2022
Sider4119-4126
ISBN (Elektronisk)9791221025378
StatusUdgivet - 2022
Begivenhed12th Congress of the European Society for Research in Mathematics Education - University of Bozen-Bolzano, Bozen-Bolzano, Italien
Varighed: 2 feb. 20225 feb. 2022
Konferencens nummer: 12
https://www.cerme12.it/

Konference

Konference12th Congress of the European Society for Research in Mathematics Education
Nummer12
LokationUniversity of Bozen-Bolzano
Land/OmrådeItalien
ByBozen-Bolzano
Periode02/02/202205/02/2022
Internetadresse
NavnCERME Proceedings Series
Vol/bind12

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