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.
| Original language | English |
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| Title of host publication | Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12) |
| Editors | Jeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti |
| Publisher | Free University of Bozen-Bolzano |
| Publication date | 2022 |
| Pages | 4119-4126 |
| ISBN (Print) | 979-1-22-102537-8 |
| Publication status | Published - 2022 |
| Event | 12th Congress of European Research in Mathematics Education - Free University of Bozen-Bolzano, Bolzen-Bolzano, Italy Duration: 2 Feb 2022 → 6 Feb 2022 Conference number: 12 https://www.cerme12.it/ |
Conference
| Conference | 12th Congress of European Research in Mathematics Education |
|---|---|
| Number | 12 |
| Location | Free University of Bozen-Bolzano |
| Country/Territory | Italy |
| City | Bolzen-Bolzano |
| Period | 02/02/2022 → 06/02/2022 |
| Internet address |