Mathematical Tasks - McGrane, Chris

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Résumé :
Chris McGrane, Mark McCourt...

Biographie:
Chris McGrane has 13 years of teaching experience, spread across 3 very different schools. Before becoming Mathematics Lead for La Salle in Scotland he was Principal Teacher of Maths at Hillhead High School and oversaw the design and implementation of a mastery curriculum - the first of its type in Scotland. The work was been hailed as sector leading, while attainment improved over this time. Chris is an avid reader of literature relating to mathematics education and has shared both this learning and practice from his own classroom regularly at conferences, where has been a popular speaker. Mark McCourt is the UK's leading authority on teaching for mastery. He has trained over 2000 schools in mastery models for schooling in the UK and overseas.A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer. He founded and was Chairman of the Teacher Development Trust.Mark has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD....

Sommaire:
If we want our pupils to develop fluency, understanding and the ability to solve complex problems, then it is vital that teachers develop the ability to select, adapt and design appropriate mathematical tasks. In 'Mathematical Tasks: The Bridge Between Teaching and Learning', Chris McGrane and Mark McCourt a range of practical approaches, strategies and principles behind the design and effective use of tasks in the mathematics classroom that lead to all pupils becoming successful learners. First-hand interviews with world class mathematics education experts and practicing teachers bring to life the ideas behind how tasks can act as a bridge between what the teacher wants the pupil to make sense of and what the pupil actually does makes sense of...