Inverted Tasks and Bracketed Tasks in Mathematical Problem Posing

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Benjamin Dickman

Abstract




We present in this paper a pair of approaches to support mathematics educators and learners in formulating original tasks. In particular, we facilitate the posing of rich mathematical problems by using two novel methods that were created by a mathematics department at a K-12 school in the United States, and further developed alongside our students as well as a wider professional learning team of master teachers. We situate our work within the broader literature on mathematical problem posing and describe our strategies by including examples of their use in generating problems and by providing examples of authentic student-assigned tasks that were created with our approaches.




Article Details

Keywords:
problem posing, assessment, evaluation, task design, inverted task, bracketed task
Section
Articles
How to Cite
Dickman, B. (2020). Inverted Tasks and Bracketed Tasks in Mathematical Problem Posing. Journal of Mathematics Education at Teachers College, 11(1), 55-58. Retrieved from https://journals.library.columbia.edu/index.php/jmetc/article/view/6709