Teaching Mathematics Through ‘Thinking Actively in a Social Context’

Abstract

Thinking actively in a Social Context (TASC) is a multi-phase model of problem-solving incorporating Cognitive Resources and Cognitive Strategies. It provides a flexible framework for designing problem-solving courses according to the needs and experiences of the participants. The general aim for the pupil is to maximise the ability to make sense of, and to learn from, experience. The general aim for teachers is to improve the effectiveness of teachers as facilitators of children's ‘learning how to learn’. There is considerable emphasis on the transfer of skills and strategies to new contexts; cooperative learning in small groups; and the development of meta-cognitive knowledge (Wallace and Adams, 1987; Adams and Wallace, 1990; Hildebrand, Lehman, Maltby, Matters and Shadbolt, 1991 ).

Using the framework of TASC*

NOTE: for a detailed exposition on the TASC model for curriculum development see GEI Vol. 5, 1–3.

a three day course in Mathematics was developed for high ability children in Grades 5, 6 and 7. The article describes the introduction and development of the course.

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References

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(1990) Developing the potential of children in disadvantaged communities: The TASC project: “Thinking actively in a social context”. In Bailey

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