Task Sequence in Mathematics Teaching : A Pathway to Sustainable Conceptual Understanding
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Abstract
This article explores the concept and significance of Task Sequence in mathematics teaching, aiming to foster sustainable conceptual understanding. A Task Sequence refers to the systematic and intentional arrangement of mathematical activities designed to guide students from prior knowledge to more complex concepts in a step-by-step manner. Its foundation lies in constructivist theory and it is closely linked to the Hypothetical Learning Trajectory (HLT) framework. Effective Task Sequence design is crucial as it promotes deep conceptual understanding, establishes clear learning paths, accommodates diverse student development, stimulates engagement and mathematical thinking, and serves as a vital tool for teacher professional development. The article presents a case study on teaching the area of parallelograms in Grade 5, illustrating the application of Task Sequence across four lessons. Placing importance on the design of a quality Task Sequence is thus essential for elevating the quality of mathematics teaching and learning.
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