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The features and benefits of situated tasks.

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Title: The features and benefits of situated tasks.
Authors: Hendry, Graham D.1 graham.hendry@sydney.edu.au, Padayachee, Kelly N.1 kpad5991@uni.sydney.edu.au
Source: Australian Primary Mathematics Classroom. 2024, Vol. 29 Issue 3, p10-14. 5p.
Subject Terms: *Academic motivation, *Contextual learning, *Learning strategies, Reward (Psychology), Work design, Task analysis
Abstract: In this article, the authors argue that learning and assessment tasks situated in the 'real world' intrinsically motivate students, and so enable teachers to see what students are really capable of. They provide a step-by-step guide for designing a situated task. [ABSTRACT FROM AUTHOR]
Copyright of Australian Primary Mathematics Classroom is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 187182999
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The features and benefits of situated tasks.
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  Data: <searchLink fieldCode="AR" term="%22Hendry%2C+Graham+D%2E%22">Hendry, Graham D.</searchLink><relatesTo>1</relatesTo><i> graham.hendry@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22Padayachee%2C+Kelly+N%2E%22">Padayachee, Kelly N.</searchLink><relatesTo>1</relatesTo><i> kpad5991@uni.sydney.edu.au</i>
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  Data: <searchLink fieldCode="JN" term="%22Australian+Primary+Mathematics+Classroom%22">Australian Primary Mathematics Classroom</searchLink>. 2024, Vol. 29 Issue 3, p10-14. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reward+%28Psychology%29%22">Reward (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Work+design%22">Work design</searchLink><br /><searchLink fieldCode="DE" term="%22Task+analysis%22">Task analysis</searchLink>
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  Data: In this article, the authors argue that learning and assessment tasks situated in the 'real world' intrinsically motivate students, and so enable teachers to see what students are really capable of. They provide a step-by-step guide for designing a situated task. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australian Primary Mathematics Classroom is the property of Australian Association of Mathematics Teachers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Contextual learning
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      – SubjectFull: Learning strategies
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      – SubjectFull: Reward (Psychology)
        Type: general
      – SubjectFull: Work design
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      – SubjectFull: Task analysis
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            – D: 01
              M: 07
              Text: 2024
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              Y: 2024
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