Overview

Tasks and problems are a foundation for mathematical work in the classroom. Tasks influence students’ opportunities to learn mathematics through the types of thinking required and the types of tools that can be used. Analyzing tasks is a way to develop teaching knowledge and skill. Task analysis provides insights that can be useful when planning and implementing lessons, for example, identifying the key mathematical ideas and anticipating possible student solution methods.

This part focuses on analyzing the following task in terms of the mathematics, student thinking, and representations that might be used: Which is longer: 3/8 of an inch or 7/16 of an inch?

Key Points

Some considerations when analyzing tasks:

• What mathematics can be worked on through the task
• How students might solve the task (strategies and misconceptions)
• What representations could be used and how these representations support student understanding