Teacher Content Knowledge: A Key Component to a Task-based Approach – Yvette Lehman
A teacher’s understanding of mathematical concepts is critical for effectively delivering a task-based lesson. The three-part math lesson, widely adopted across North America, is an effective and engaging way to support student thinking. However, a lesson that is not supported by strong teacher content knowledge can quickly become an activity rather than an opportunity for enduring understanding. During this session, we will leverage a task-based unit to explore the required content knowledge to make meaningful connections and support the development of critical big ideas in mathematics.
About Yvette Lehman
Primary and Junior Division Teacher Consultant, Greater Essex County District School Board
Yvette Lehman is an elementary French Immersion teacher in the Primary and Junior Teacher Consultant role with the Greater Essex County District School Board. Yvette supports educators with assessment and pedagogical-content knowledge in early and middle-year mathematics. As a Make Math Moments Writing Team member, Yvette has invested time in conceptually understanding elementary math concepts through models, positioning her to make meaningful connections and support student and teacher understanding.
Teacher Content Knowledge: A Key Component to a Task-based Approach – Discussion
What was your big take away from this particular lesson?
What is something you are still wondering?
Share your thinking below.
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