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Generating Worthwhile Mathematical Tasks in Order to Sustain and Develop Mathematical Thinking

Author

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  • John Mason

    (School of Mathematics & Statistics, Open University, Milton Keynes MK7 6AA, UK
    Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK)

Abstract

Making use of a phenomenological stance which first and foremost values the lived experience of learners, six tasks are used to illustrate what it might mean for a mathematical task to be deemed worthy of being offered to learners. These take the form of encounters with, and opportunities to develop, pervasive mathematical themes, use of mathematical powers and experience of mathematical concepts and topics. Comments about how worthwhile mathematical tasks can evolve centre around developing the propensity, the habit of mind to extend, vary and generalise for oneself. Mathematical thinking is sustained by developing this disposition.

Suggested Citation

  • John Mason, 2020. "Generating Worthwhile Mathematical Tasks in Order to Sustain and Develop Mathematical Thinking," Sustainability, MDPI, vol. 12(14), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5727-:d:385360
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    Cited by:

    1. Zsuzsanna Katalin Szabo & Péter Körtesi & Jan Guncaga & Dalma Szabo & Ramona Neag, 2020. "Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills," Sustainability, MDPI, vol. 12(23), pages 1-28, December.

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