{"title":"打包一辆卡车:脱离情境化和情境化一个任务","authors":"Elizabeth Suazo‐Flores, L. Roetker","doi":"10.5951/MTLT.2020.0289","DOIUrl":null,"url":null,"abstract":"We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.","PeriodicalId":188924,"journal":{"name":"Mathematics Teacher: Learning and Teaching PK–12","volume":"70 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pack a Truck: Decontextualizing and Contextualizing a Task\",\"authors\":\"Elizabeth Suazo‐Flores, L. Roetker\",\"doi\":\"10.5951/MTLT.2020.0289\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.\",\"PeriodicalId\":188924,\"journal\":{\"name\":\"Mathematics Teacher: Learning and Teaching PK–12\",\"volume\":\"70 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Teacher: Learning and Teaching PK–12\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5951/MTLT.2020.0289\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Teacher: Learning and Teaching PK–12","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5951/MTLT.2020.0289","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Pack a Truck: Decontextualizing and Contextualizing a Task
We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.