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Using a task analysis approach within a guided problem-solving model to design mathematical learning activities
Pythagoras | Issue 66 | a78 |
DOI: https://doi.org/10.4102/pythagoras.v0i66.78
| © 2007 Copyright Status: Not provided. Contact Holding Institution to verify copyright status. Rights Holder: Association for Mathematics Education of South Africa
Submitted: 14 October 2007 | Published: 14 October 2007
Submitted: 14 October 2007 | Published: 14 October 2007
About the author(s)
Aneshkumar Maharaj, University of KwaZulu-Natal, South AfricaFull Text:
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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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