| dc.description.abstract | The purpose of this thesis is to study teachers’ task selection to answer the research question “What considerations does mathematics teachers have for a “good” mathematical task?” The framework of this thesis has included Documentational Approach to Didactics, Constructivism and Personal Constructs Psychology, in addition to some theory on what a good task is. For this the theory on cognitive demands in tasks, and the zone of proximal development have been used. To gather and analyse data, I have used Repertory Grid Technique. To follow this technique, I started with making sets of tasks. Three voluntary teachers then compared the tasks and offered constructs. These constructs were used as a base for a Likert-scale the teachers were to fill out. Then I used a qualitative content analysis on the ratings the teachers gave to look for perceptions the teachers had for “good” tasks. In the discussion I compare the teachers' perceptions. What I found was that different teachers have various considerations for what a “good” task is. Some of their considerations are similar, but some of them are not. Evaluating tasks appears to be a complex process for teachers where many features need to be considered. | |
