A Study On The Implementation Stage Of Mathematical Tasks Of High School Novice Teacher

The teachers’ professional development is very important for the build of teachers’team and then will improve the quality of school’s education. Mathematical teachers’capabilities in the process of analyzing and implementing mathematical tasks is one ofthe important contents in the teachers’ professional development. There is somepuzzlement in the process of understanding mathematical tasks for mathematicalteachers, and it is most difficult to organize and implement mathematical taskscompletely, especially in the preliminary of the teachers’ professional development.Hence, it is necessary to elaborate it carefully. Motivated by the above discussions, westart our research.This dissertation adopts the “Mathematical Task Framework”, which is proposed bythe scholars from University of Pittsburgh, to divide the textbook, the novice teacher’teaching plans and his classroom video into mathematical tasks, and then classify them.We analysis the mathematical tasks in curriculum expectation, i.e., the mathematicaltasks in the textbook, teaching plans and the organization stage, and then we verticallycompare the mathematical tasks in the textbook with those in the teaching plans, thetasks in the teaching plans with those in the organization stage, and the tasks in theorganization stage with those in the implementation stage. From the above analysis, wecan find what tasks the novice teacher should set, how to set cognitive requirement ofthe tasks, and what factors affect the implementation of the tasks.The findings suggest that:1, the novices prepared more high-level tasks thanlower-level tasks in the settings of teaching plans, however, there are some defects inthe narrative text which is largely depend on the textbook;2, in the organization stage,the novice assign the tasks almost based on the textbook. However, in order to make theteaching process smoother, the task numbers may be modified--15.4percent high-levelcognitive tasks declined;3, the implementation stage of mathematical tasks is theexecutive stage, and is also the most difficult stage/phase in which the novice controlsthe implementation of tasks. Owing to the reason that the novice carried out the tasks byhimself/herself,53.8percent high-level cognitive tasks incline to be reduced in theimplementation stage.In the light of the findings of this research, the authors put forward somesuggestions on the professional development of the novices. Firstly, the moreknowledge related to the textbook contents the teacher masters, the more complete the teaching plans becomes. Secondly, the teacher should use suitable words to helpstudents to build scaffolds, and ask more questions which can sustain the complexity ofthe tasks in the real classroom teaching in order to help students to meditate.