Making School Maths Engaging by Anne Prescott & Mary Coupland & Marco Angelini & Sandra Schuck

Author:Anne Prescott & Mary Coupland & Marco Angelini & Sandra Schuck
Language: eng
Format: epub
ISBN: 9789811591518
Publisher: Springer Singapore

Rich Task assessment differs from another predominant curriculum tool in Australia, Key Learning Areas (KLA) (Matters, 2006), which is based on the constructivist learning paradigm. KLAs are prescriptive about what students should know and be able to do in certain stages of their schooling. Rich Tasks, by contrast, were designed to be sets of ‘substantive, life-like activities that students undertake over a three-year period, culminating in a demonstration or performance or product in the final year of the three-year period’ (Cooper, Nuyen, & Baturo, 2003). Rich Tasks are distinguishable from short-term projects, for example; they require teachers to adopt new approaches to teaching, learning and assessment. In order to complete a Rich Task, students would demonstrate how they developed knowledge, skills and processes that envelop a number of disciplines, practices and fields of knowledge.

Australian educators Downton, Knight, Clarke, and Lewis (2006, p. 9), characterise the attributes of rich task learning for junior primary to junior secondary school mathematics which aligns well with the international perspective of Shimizu et al. (2010, p. 10–11); the latter suggest that a ‘rich’ activity signifies “a task of sufficient complexity as to admit a variety of approaches and therefore to have the capacity to reveal differences in student conceptions of relative mathematical concepts and procedures.” They list the attributes of rich mathematical assessment tasks that would invite a range of student responses and allow students to disclose their levels of competence and understanding. Mathematical tasks of this rich type should:connect naturally with what has been taught;

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