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Redesigning Mathematics Tasks: A Tool to Increase Critical Thinking Skills
Abstract
This chapter presents how the results of an empirical research study conducted with in-service teachers can be used to enhance and strengthen the critical thinking skills of pre-service teachers. The chapter begins with a description of the study methodology and the task redesign process. Data is presented (often in the words of teachers themselves) that paint a compelling picture of the process in real-time. Limitations and potential drawbacks of its use are discussed along with possible design ideas that may better align the process with the specific needs of pre-service teachers and their professors. It is followed by a summary of how the task redesign process could be redesigned to be used more effectively with pre-service teachers as a way to increase critical thinking about the teaching of mathematics. Potential benefits, including an increased capacity for critical thinking, are offered along with additional research directions and an invitation for suggestions into improving the task redesign process.
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