Rich Learning Tasks. The Mathematics Education into the 21st Century Project Working Group No. 6 - 2007 Conference

摘要

History of Working GroupudThis is the 5th meeting of the Rich Learning Task working group. Previous meetings:udAustralia (Palm Cove, Queensland) 2001; Italy (Terrasini, Palermo, Sicily) 2002; CzechudRepublic (Brno) 2003; Malaysia (Johor Baru) 2005udIntroducing the Two Learning Games and Rich Learning Tasksud(From Gary's paper.) The classroom can be thought of as an arena in which 'theudlearning game' is played. At first glance, there would appear to be myriad variations ofudthis game. When stripped to their essentials, however, the number of learning gamesudreduces to two. I label one, 'the knowledge game', the other, 'the sense-making game'.udThese two learning games are quite different in character and purpose. They makeuddifferent demands on the players. They are governed by different rules. They haveuddifferent goals. They foster and reinforce different dispositions, habits, and beliefs in the players. (Of course, there are knowledge and sense-making components in both games.udHowever, knowledge is acquired and used very differently in the two games and theudpurpose, nature, quality, and quantity of the sense-making is also very different in the two games.) In addition, the habits, and dispositions fostered by one game act asudimpediments to playing the other game. I then go on to say, Played well, both learningudgames can prepare players for success in school. However, only the sense-making gameudprepares players for life beyond the classroom. Unfortunately, the knowledge game isudthe learning game played most frequently, in most classrooms.udRich Learning Tasks require and foster the playing of the Sense-Making Game.