Developing a sequence of tasks in math teaching: Difference between revisions
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==Description of bottleneck<ref>Pace, D. (2017). [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Indiana University Press, p. 24</ref> | ==Description of bottleneck== | ||
Students have difficulty developing a sequence of tasks used to teach a new concept.<ref>Pace, D. (2017). [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Indiana University Press, p. 24</ref> | |||
==Related scholarly work on this bottleneck== | ==Related scholarly work on this bottleneck== | ||
Latest revision as of 20:34, 22 March 2025
Description of bottleneck[edit | edit source]
Students have difficulty developing a sequence of tasks used to teach a new concept.[1]
Related scholarly work on this bottleneck[edit | edit source]
Examining Mathematics Teachers' Disciplinary Thinking
References[edit | edit source]
- ↑ Pace, D. (2017). The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Indiana University Press, p. 24