International Electronic Journal of Mathematics Education

Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2007 - Volume 2 Issue 2, pp. 50-71
  • Published Online: 06 Jul 2007
  • Article Views: 559 | Article Download: 572
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Monaghan J. Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals. Int Elect J Math Ed. 2007;2(2), 50-71.
APA 6th edition
In-text citation: (Monaghan, 2007)
Reference: Monaghan, J. (2007). Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals. International Electronic Journal of Mathematics Education, 2(2), 50-71.
Chicago
In-text citation: (Monaghan, 2007)
Reference: Monaghan, John. "Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals". International Electronic Journal of Mathematics Education 2007 2 no. 2 (2007): 50-71.
Harvard
In-text citation: (Monaghan, 2007)
Reference: Monaghan, J. (2007). Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals. International Electronic Journal of Mathematics Education, 2(2), pp. 50-71.
MLA
In-text citation: (Monaghan, 2007)
Reference: Monaghan, John "Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals". International Electronic Journal of Mathematics Education, vol. 2, no. 2, 2007, pp. 50-71.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Monaghan J. Linking School Mathematics to Out-of-School Mathematical Activities: Student Interpretation of Task, Understandings and Goals. Int Elect J Math Ed. 2007;2(2):50-71.

Abstract

This article considers one class of high school students as they worked on a task given to them by a company director of a haulage firm. The article provides details of students’ transformation of the given task into a subtly different task. It is argued that this transformation is interrelated with students’ understandings of mathematics, of technology and of the real world and students’ emerging goals. It is argued that the students did not address the company director’s task. Educational implications with regard to student engagement with realistic tasks are considered..

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.