Rich Tasks AND Rich Talks
How do we develop conceptual knowledge that explores complexities involved in math understanding, and how do we make connections between conceptual and procedural knowledge in meaningful ways that extend beyond the walls of our classroom?
Barr, C., Doyle, M., Clifford, J., De Leo,T., Dubeau, C. (2003) suggest that this is done through intentional, mindful, and reflective implementation of Rich Talk and Rich Tasks in teaching practices.
For educators, Rich Tasks and Rich Talk is not in place of standardized curriculum, it is a way of approaching math curriculum strands that begins in math class but extends beyond.
For educators, Rich Tasks and Rich Talk is not in place of standardized curriculum, it is a way of approaching math curriculum strands that begins in math class but extends beyond.