A task-based lesson serves as the organizing principle for a university mathematics content course for future elementary teachers. The course, which provides the first semester of a year-long sequence, covers the arithmetic of numbers. The daily classroom activities follow a Japanese-style lesson plan and use tasks developed through a didactical phenomenological analysis. A situated learning perspective frames an understanding of the classroom activity. The goals for using and the criteria for developing task-based lesson materials are discussed and an example of an actual classroom lesson is provided to illustrate the power of this instructional approach.
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Teppo, A.R. (2009). Task-Based Lessons: The Central Focus of a Mathematics Content Course for Future Elementary Teachers. In: Clarke, B., Grevholm, B., Millman, R. (eds) Tasks in Primary Mathematics Teacher Education. Mathematics Teacher Education, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09669-8_12
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