Tasks in Primary Mathematics Teacher Education
Volume 4 of the series Mathematics Teacher Education pp 197214
Using Mathematically Rich Tasks to Deepen the Pedagogical Content Knowledge of Primary Teachers
 George AshlineAffiliated withProfessor of Mathematics, Saint Michaels College
 , Regina QuinnAffiliated withProject Director and coPI of the Vermont Mathematics Partnership
Professional development experiences for elementary educators in the United States are often of insufficient depth, duration or relevance to have an impact on teaching (Bransford, Brown, & Cocking, 1999). To counter this prevailing norm, mathematics and education faculty involved in the Vermont Mathematics Partnership (VMP) design courses and series of workshops for inservice and preservice elementary teachers to help them more deeply understand mathematics and the critical role of the primary curriculum in building young students' foundation for learning complex mathematics.
This chapter describes primary grade teacher professional development sessions which focused on mathematically rich tasks that featured:

adult exploration of significant mathematical content

engaging activities designed and carefully sequenced to build conceptual understanding of mathematics that most educators have previously learned as simple rote procedures

openended design so that challenging tasks were accessible to all participants – regardless of their prior learning, and

mathematical content that, although not directly transferable to the primary classroom, was clearly linked to the fundamental roots that develop in the early grades.
The tasks included in these sessions were one feature of the Vermont Mathematics Partnership, a comprehensive initiative to improve mathematics teaching and learning in schools across the state of Vermont.
 Title
 Using Mathematically Rich Tasks to Deepen the Pedagogical Content Knowledge of Primary Teachers
 Book Title
 Tasks in Primary Mathematics Teacher Education
 Book Subtitle
 Purpose, Use and Exemplars
 Book Part
 3
 Pages
 pp 197214
 Copyright
 2009
 DOI
 10.1007/9780387096698_14
 Print ISBN
 9780387096681
 Online ISBN
 9780387096698
 Series Title
 Mathematics Teacher Education
 Series Volume
 4
 Publisher
 Springer US
 Copyright Holder
 Springer Science+Business Media, LLC
 Additional Links
 Topics
 Industry Sectors
 eBook Packages
 Editors

 Barbara Clarke ^{(3)}
 Barbro Grevholm ^{(4)}
 Richard Millman ^{(5)}
 Editor Affiliations

 3. Monash University
 4. Department of Mathematical Sciences, University of Agder
 5. Georgia Institute of Technology Center for Education Integrating Science, Mathematics & Computing (CEISMC)
 Authors

 George Ashline ^{(6)}
 Regina Quinn ^{(7)}
 Author Affiliations

 6. Professor of Mathematics, Saint Michaels College, Vermont, USA
 7. Project Director and coPI of the Vermont Mathematics Partnership, USA
Continue reading...
To view the rest of this content please follow the download PDF link above.