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TASK: What makes this a good and/or problematic task?  How could it be improved?

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TASK: What makes this a good and/or problematic task?  How could it be improved?

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POWER & PARTICIPATION:  Who participates? Does the classroom culture value and encourage most students to speak, only a few, or only the teacher? 

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POWER & PARTICIPATION:  Who participates? Does the classroom culture value and encourage most students to speak, only a few, or only the teacher? 

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CRMT Lesson Analysis Reflection Template

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COGNITIVE DEMAND: Selecting & Creating Mathematical Tasks

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COGNITIVE DEMAND: Selecting & Creating Mathematical Tasks

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SMITH & Stein - 1998  Selecting and Creating Mathematical Tasks From Research to Practice

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"Play", Describe Situations & Interpret Graphs

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"Play", Describe Situations & Interpret Graphs

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These traffic simulations originally featured in the DfE Standards Unit resource: Interpreting Distance-Time Graphs with a Computer. They were designed so that students could interpret linear and non-linear distance-time graphs. These are the original 20 simulations that featured in the Java program Traffic (rewritten in GeoGebra). The notes and guidance for teachers can be found at: https://www.stem.org.uk/rxucg.

# data[].attributes.attachment_link.description
These traffic simulations originally featured in the DfE Standards Unit resource: Interpreting Distance-Time Graphs with a Computer. They were designed so that students could interpret linear and non-linear distance-time graphs. These are the original 20 simulations that featured in the Java program Traffic (rewritten in GeoGebra).