Park City Mathematics Institute
Learning from Teaching Cases
Project Abstract

Drafts of Project Files (password required)

What We Learned from a Mathematical Task Revision
Mary Jo Hughes, Dave Goodwin, Katie Sweet, Sara Reinke, Kathy Woodbury, Nicole Bannister*, Coordinator
Our group analyzed the process of taking a mathematical task as found in curriculum materials and modifying it to make it a "group-worthy" task. A group-worthy task is one in which students are required to use multiple abilities to complete a cognitively demanding task; if a task is truly group-worthy, no student will be good at everything required by the task, but all students will be good at something and have something important to contribute to the group's solution.

To identify what made the final task group-worthy, we noted the abilities required to complete the task; it is important that a group-worthy task require students to use multiple abilities. Multiple abilities are the mathematical abilities needed to complete a mathematical task of high cognitive-demand.

We also looked for evidence that the final task is cognitively demanding.
Small Group Observation Tools
Dawn Barson, Jennifer Dirksen, Dianna Sopala, Nicole Bannister*, Coordinator
Observing small groups for mathematical smartnesses and individual participation within each group can be overwhelming to professional in the teaching field. This project provides observation tools, implementation directions, and examples of how these tools can be used to observe small group learning.

Back to Learning from Teaching Cases Index

PCMI@MathForum Home || IAS/PCMI Home

© 2001 - 2018 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.