Different possibilities to learn from the same task.

• Autores: Angelika Kullberg, Ulla Runesson, Pernilla Mårtensson
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 8, Nº. 4, 2014, págs. 139-150
• Idioma: inglés
• DOI: 10.30827/pna.v8i4.6113
• Títulos paralelos:
  • Diferentes posibilidades para aprender con una misma tarea.
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• Resumen
  • español

    En este artículo nos centramos en la variación del diseño y la implementación de una tarea específica durante tres sesiones de clase de matemáticas en octavo grado en un estudio de aprendizaje (Marton y Tsui, 2004; Runesson, 2008). El tema de las clases fue la división con un divisor entre 0 y 1. Los profesores querían que sus estudiantes entendieran que, cuando se divide por un divisor menor que 1, el cociente es mayor que el numerador. Cuatro profesores colaboraron, en un proceso cíclico, en la planificación, análisis y revisión de las tres sesiones de clase. El estudio muestra que la implementación de la tarea cambió entre las sesiones. A pesar de utilizarse la misma tarea en las sesiones, la manera en que se implementó proporcionó diferentes posibilidades para aprender.

  • English

    In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn.

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