Original Research

Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

Aneshkumar Maharaj
Pythagoras | Issue 66 | a78 | DOI: https://doi.org/10.4102/pythagoras.v0i66.78 | © 2007 Aneshkumar Maharaj | This work is licensed under CC Attribution 4.0
Submitted: 14 October 2007 | Published: 14 October 2007

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Aneshkumar Maharaj, University of KwaZulu-Natal, South Africa

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Abstract

The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

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